162.9 
.LB 

1/9/7 



STATE COURSE 



OF 



Study for High Schools 



OF 



LOUISIANA 



1917 



Issued by Department of Education 



T. H. HARRIS, State Superintendent 



B«ton Boug*. La. 

Bamlm-JonM FrtntlDi Co. 

1917 





Book -Ji-. ^ 

1111 



STATE COURSE 



OF 



Study for High Schools 



OF 



LOUISIANA 



1917 



Issued by Department of Education 



T. :\. HARRIS, State Superintendent 



Baton Rouge, La. 

Ha ulrea-Jonei PrlntlDi Co. 

191T 






Exchange 
* Lauisiar»a st- Unlv- UbraB^ 

O^C.14,;l934 



^ 

K 



\^ 



^ STATE BOARD OF EDUCATION 

Hon. E. L. Kidd, President Ruston. 

Hon. John A. Haas, Vice-President Opelousas. 

Hon. T. H.' Harris, Secretary Baton Rouge. 

Hon. John T. Lasley New Orleans. 

Hon. John Legier, Jr New Orleans. 

Hon. Robert Martin St. Martin ville. 



State Superintendent of Education T. H. Harris 

Baton Rouge. 

State High School Inspector .C. A. Ives 

Baton Rouge. . 

Assistant State High School Inspector C. F. Trudeau 

Baton Rouge. 

Chief State Rural School Supervisor C. J. Brow^n 

Baton Rouge. 

Assistant State Rural School Supervisor John M. Foote 

Baton Rouge. 

Assistant State Rural School Supervisor, in Charge 

of Negro Education Leo Favrot 

Baton Rouge. 

Chairman of State Examining Committee J. R. Connifp 

Baton Rouge. 

Inspector of Agricultural Schools P. L. Guilbeau 

Baton Rouge. 

Secretary to State Superintendent L. Baker 

Baton Rouge. 

Assistant Secretary to State Superintendent W. H. Tipton 

Baton Rouge. 

Secretary to Chairman of Examining Committee . . . . S. B. Jones 

Baton Rouge. 



GENERAL STATEMENT 



The following course of study for high schools is prepared 
with the view of making the work definite and explicit in the 
various high school subjects. An effort has been made to offer 
some helpful suggestions in the method of instiniction that should 
obtain in the several branches. In most instances a separate list 
of reference books is appended at the close of the various syllabi. 

For details of courses in Domestic Economy, Agriculture, and 
Manual Training, see separate pamphlets which have been pre- 
pared in these subjects. 

School authorities principals and high school teachers are 
requested to study carefully the contents of the course in order 
that the purpose of the course may be attained and unnecessary 
correspondence may be obviated, 

Respectfully submitted, 

T. H. Harris, 
State Superintendent of Public Education. 

Baton Rouge, La,, Sept. 1, 1917. 



WHO CAN GRADUATE* 

Session 1916-17 : Requirements for graduation are the same as 
have been in force for several years, as follows : 

1. Students completing three majors, two minors, and one 

elective. 

2. Students completing four majors and one minor. 

3. Students completing four majors and two electives. 

4. Students completing five majors. 

Session 1917-18 : Beginning with this session students must sub- 
mit sixteen units for graduation, as follows : 

1. Three majors, three minors, and one elective. 

2. Four majors, two minors. 

3. Four majors, one minor, and two electives. 

4. Five majors and one elective. 

*NoTE. — No student will be permitted to graduate until he has 
completed all of the required subjects, 9.5 units, listed on page 
6. This is true, no matter what course was pursued or the num- 
ber of units earned. 

EXPLANATION. 

(a) A major is three units in any of the following subjects 
or courses : mathematics, English, science, history, Latin, a mod- 
ern language, commercial subjects, agricultural subjects, home 
economics subjects, manual training subjects. 

(b) A minor is two units in any of the above subjects or 
courses. 

(c) An elective is one unit in any of the subjects or courses 
in (a) or (b). Half units in closely related subjects may be 
added to form whole units. 

(d) Value of shopwork: benchwork, etc., two years, two 
units ; mechanical drawing, one year, one unit. 

MUSIC AND ART 

• If a special teacher of music and art is employed credits will 
be given in these subjects on the same principle as in any other 
subject. Where two 40-minute periods in music and two 40- 
minute periods in art are given per week, for instance, the unit 



value will be %. This figure is found by counting two periods 
for one, as in a laboratory period. On this basis, for four years 
the credit would be 1.6 units. As in other independent subjects, 
a student must submit as much as one unit value to secure credit. 

SUBJECTS PRESCRIBED FOR ALL CANDIDATES FOR 
GRADUATION. 

ENGLISH. 

Unit Value 

First Year 1.0 

'Second Year 1.0 

Third Year 1.0 

MATHEMATICS. 

Algebra : 

First Year (1/2) 5 

Second Year 1.0 

Plane Geometry: 

Third Year 1.0 

SCIENCE. 

Natural : 

First or second year, two half-year subjects or 

one full-year subject 1.0 

Physical : 

Third or fourth year elective 1.0 

HISTORY 

Foreign : 

First, second, or third year elective 1.0 

American and Civics: 

Fourth year 1.0 

Total units prescribed for all 9.5 

A HIGH SCHOOL UNIT 

A unit of work means five forty-minute recitations per week 
for nine months. (Double periods in shop, field, and laboratory 
count the same as single recitation periods.) 



FOUR SUBJECTS AT A TIME. 

A student should not have more than four main subjects at 
the same time, thus earning four units per session, or sixteen 
units in the four years of the high school department. If a stu- 
dent is unusually studious and proficient and of robust health, 
the principal may allow another subject, but this privilege should 
be granted with great caution. 

Where more than four subjects are carried by the class there 
will result one of two things : shorter lessons to secure thorough- 
ness, thus making impossible the proper treatment of some por- 
tions of the text required for the year; or tiie ground will be 
covered in a superficial way, thus sacrificing the needs of the 
child and the standards of the school. 

The thorough and intensive preparation of four main sub- 
jects by a student of high school grade will amply employ the 
time and the talents of the average student. There is a joy, a 
richness, a satisfaction that goes with the mastery of a subject 
that leads to growth and permanent possession. There is no 
good reason why such results should be sacrified to the cheap 
and probably empty honor of a superior number of units at grad- 
uation. 

BALANCED COURSE. 

In the work of any one year attention should be given to the 
matter of having the student's work balanced by subjects in dif- 
ferent fields of knowledge. Mathmatics, science, history, lan- 
guage would constitute such a group of subjects, particularly in 
what is commonly termed the literaiy course. In other courses 
proper substitutions should be made. This would make possible 
not more than four units in any one subject at graduation. Any 
greater degree of concentration or specialization on the part of 
persons no more mature than students of high school grade would 
not seem to be wise. An introduction to and some definite ac- 
quaintance with different fields of knowledge alone give the poise 
and the breadth of view needed to carry forward in higher edu- 
cation any worthy specialization, and such balance is doubly 
needed for the student that will not have the benefits of higher 
education. 



8 

HISTORY NOTE-BOOKS 

Suggestions to teachers of history, as given in this High 
School Course of Study should have careful consideration. It 
contains many valuable suggestions on how to make this work 
effective. The sources oif many aids have 'been listed. 

We wish to enter a caution about note-book work. This ougnt 
to contain mainly original matter, or such as the student has 
gotten into shape for himself. We have seen note-books that con- 
tained long quotations from the text suggesting neither thought 
nor originality. It is not the largest note-book that is the most 
valuable. The size does not have as much to do with the value 
as the quality of the contents, and much copying of what some 
one else has made or said would not seem to be very profitable 
use of the student's time. 

LABORATORY 

It is a mistaken policy to purchase the cheaper and therefore 
inferior apparatus for the science work. Such apparatus does not 
give always dependable results, and rapidly deteriorates with 
use because of its poor workmanship. Both economy and effi- 
ciency would be served by securing fewer pieces at a time, but 
having those of good standard quality. 

Facts and principles involved in experiments should be ap- 
plied to plant, animal, and human life. The use of facts is as 
important as their development, and, furthermore, the greater 
the number of applications the clearer will the fact or principle 
become. 

Study of Specimens. — It should be well understood that the 
study of biologic science must be based upon the examination of 
actual specimens in the hands of the pupil. The enthusiastic 
teacher always finds that the locality furnishes a large and varied 
assortment of specimens. There are some specimens needed in 
zoology that can be had only in other localities, and such ought 
to be secured and preserved in the laboratory. 

Draivings. — These should always be done directly from the 
c'bjects studied. They should be diagrammatic rather than artis- 
tic, and carefully labeled. The drawing may be done in pencil, 
but notes should invariably be in ink. 



FOUR YEARS IN ENGLISH 

It is strongly recommended that students schedule English 
throughout the high school course. 

Students taking the literary course would naturally be ex- 
pected to do so. It would seem to be more desirable, if possible, 
for students in vocational subjects to take the full amount of 
English oifered, as it constitutes their only work in language. 
The student that has a foreign language, Latin for instance, will 
find his power to use and understand the English language 
greatly strengthened thereby. The student taking vocational 
subjects does not enjoy this special advantage, as a foreign lan- 
guage would naturally be excluded from his course, and the 
full English course would, therefore, be the more urgently 
needed. 

English probably ranks all school su'bjects. There is no 
body of knowledge and no special aptitudes acquired in school 
that have more constant use and bear a more intimate relation 
to one's daily life than does the English. For these reasons 
every secondary student should make English a part of his 
course each year. 

LITERARY SOCIETY. 

Bi-weekly or monthly meetings of the high school literary 
society offer an excellent opportunity for effective work in Eng- 
lish. Regular class exercises in declamations of poetry and prose, 
essays typical of the narrative, descriptive, and expository forms 
of composition, dramatizations of certain portions of master- 
pieces, orations and debates should be prepared for the program 
of the literary society. This would bring the literary society 
into closer touch with the regular work in English and would 
save most of the time that is frequently taken to prepare for such 
exercises. 

CORRELATION OF ENGLISH COMPOSITION WITH 
OTHER SUBJECTS. 

The aim of the English teacher to have high school students 
learn to spell, punctuate, paragraph, speak and write correctly 
is defeated unless all of the teachers of the grades and of other 



10 

high school subjects lay emphasis on the use of correct English, 
A lesson in mathematics may serve as excellent practice for cor- 
rect diction in explaining a problem. Oral and written exer- 
cises in history can be used for the same purpose. Essays on 
certain topics in history ought to be substituted as part of the 
required work in composition. "Well written translation of por- 
tions of Caesar's Gallic War or Cicero's Orations ought to be 
substituted in a similar manner. The experiments to be written 
out in physics and chemistry during the third and fourth years 
make possible the giving of excellent training in English com- 
position. Every recitation, in whatever subject, ought to be 
a lesson in English, Such an attitude toward the subject on 
the part of all of the teachers in the high school and the occa- 
sional substitution of written work in subjects other than Eng- 
lish would give motive to the student for the constant insistence 
on the importance of the subject of English. The practice of 
having students write for no other apparent reason than learn- 
ing the technique of formal compositions, is pernicious in that 
it causes students to hate the subject, thus defeating the end 
aimed at. The teacher of English should occasionally collect 
the compositions written in other departments and make them 
the basis of practical class lessons in his subject. By doing this 
he will be the better able to suggest to his associate members on 
the faculty the necessity for uniform requirements in English 
in the written work submitted in every subject. Intelligent, 
united efforts along this line would go far toward silencing the 
present criticism of iustruction in formal English, the school 
being charged with turning out continually individuals who can- 
not spell the commonest words, paragraph, punctuate or write 
correctly. 

HIGH SCHOOL LIBRARY. 

While some schools have libraries of well-selected books and a 
reasonably large collection, such is not the case as often as we 
should like. All of our high schools should have a sufficient as- 
sortment of history, fiction, poetry, biography, and reference 
books. These should be selected with special reference to the 
needs of secondary students. Some libraries have a large pro- 



11 

portion of books that have been donated by well-meaning friends, 
but such books may have but slight value to the high school 
student. 

The library ought to present a neat and orderly appearance 
and it is suggested that either a member of the faculty or one 
or more students be designated to have charge of all details con- 
nected with tiie library, a practice already followed where the 
library means much to the school's life. Those books that have 
become badly worn might be laid aside or destroyed as a shabby 
exterior does not comport with valuable content of the book nor 
make a suitable appeal to the student. 

The high school library is an important factor in getting 
students interested in current events in reference books and in 
other books selected from the masters in literature. Daily, 
weekly or monthly papers and magazines create an interest in all 
forms of literature — scientific historical, etc. An intelligent 
knowledge of how to use a dictionary, an encyclopedia or other 
reference books, is more important than the daily getting of les- 
sons, although the latter, in many instances, requires the former. 
The teacher should be the guide to the library. Frequently he 
can get students to read a good book by reading out of it up to 
the point where the student's interest is sufficiently aroused to 
desire to take it out of the library. Knowledge obtained from 
the reading of library books can be used in the formal English 
work, it may contribute to the clearing up of difficulties in 
other subjects, or it may lead to a permanent interest in good 
books. 

COURSE OF STUDY 

FIRST YEAR. 

FIRST TERM. SECOND TERM. 

English literature English literature 

Optional studies (Select three) 

Algebra Optional studies (Select two) 

Physical geography Botany 

Botany Physiology 

Physiology Commercial geography 

Commercial geography Physical geography 

Vocational subject Zoology. 

Vocational subject 



12 



SECOND YEAR. 



FIRST TERM. 

English, grammar 
Algebra 

Optional studies (Select two) 

Ancient history 

Latin or French 

Zoology 

Vocational subject 



SECOND TERM. 

English literature 
Algebra 

Optional studies (Select two) 
Ancient history 
Latin or French 
Physology or zoology 
Vocational subject 



THIRD YEAR. 



FIRST TERM. 

Rhetoric 
Geometry 

Optional studies (Select two) 
Medifeval-modern history 
Latin or French 
Physics or chemistry 
Vocational subject 



SECOND TERM. 

English literature 
Geometry 

Optional studies (Select two) 
]\Iedi£eval-modern history 
Latin or French 
Physics or chemistry 
Vocational subject 



FOURTH YEAR. 



FIRST TERM. 

History of English and Amer- 
ican literature 
American history and civics 

Optional studies (Select two) 
Latin or French 
Physics or Chemistry 
t Economics 

* Advanced algebra (or review) 

* Secondary arithmetic 
*Solid geometry 

Vocational subject 



SECOND TERM. 

English literature 

American history and civics 

Optional studies (Select two) 

Latin or French 

Physics or chemistry 
t Economics 

* Advanced algebra (or review) 
*iSecondary arithmetic 
*Solid geometry 

Vocational subject 



* Half-year subjects, t One or two terms. 



13 



2 



bD 03 
O Sh 
a> be 
6c o 



"TTn OJ 03 CO rj 
BP &C-S >^ § 



.2 >. 

^ T-H bo 

H ^a^ -a^ CS] Ph 



B 

S 
o 
O 



>. 



5 w 
o 



bD 
bD 

1=! 



O 



£ 


-^ 


a 


f3 




-|J 




3 


.S 


*?H 


?W 


be 


o 


<^ 


ty 




^ 




<^ 




bD 




n 








■^ 




^ 












O 




^f-l 




0) 


b 


^ 


a 


H 


(11 



P^ 
w 

Eh 
CO 



^^ 












&,.2 










•r-a 


c6 '^ 










O^-S 


S-i (D 










^ ^ 


^"S 










O 50 










-M , 1 


o .^ 










.25 05 


fee -^^ 












^ o3 c3 03 w 

1 gol^a -3 


b^ 
O 

1— 1 

o 




.1 

'be 


03 

be 




c r-ir^ o o 


o 




S 


1— 1 


H ^Ifr^QW 


N 




H<1<10 


T— 1 












b*-^ 




P5" 








^ >> 




<1 






>^ 


i^ i 




H 






s 

o 


^n- « 




>-' 






a 


bo o 

O o 










<M § 


Si, "^ 
°7c^ o 




Q 






-H |o 


^ 03 cc ^'B 

^ ':i 'o 'z? X 




o 


^ 


c3 


>,rS-^ 




o 


.2 


XJ 




T^f, ■&; ^ 03 s 
2P bD >j-tf £ 

r-T rt o o 






Tc 
fl 


^ 
^ 


^ CO (S 

1^1 


H<^P4pqQ 






H^^CS] PhP 



03 

u 
bo 

O n) 

be g 
(rq ^ ^ 

fl -1^ o ^ be 

tq<| pq Ph <1 



XI 
ft 

03 

be 
o 

^ be^q 
2S S p o be 
^'^ be -^ >. o -P 

H .— H o X O o3 

W <1 pq fi^ N 1-3 



(M 



o 



tH be S 

pq <^ N PLh <i5 



h C 



.2 

X 


o 




r^ o2 +^ 


o 


bo 


. S X <1^ 


.s 


03 


be f'p'o 


o3 


g) 


H<^< 


h^ 





14 



o 






a 






>. 






fH r^ 






-£ fl 


b 




O ,—1 


o 
-(J 

02 




_, CD c3 






rCi &C > 


'rS 


02 




rt 




be S n- 


^H 


>^ 


fl -iS ^ 


05 


pd 


HPh^ 




Ph 


i 




-+-5 

<v 

•i—s 




^ 






^ 


b 


m 


a =^ 


o 


3 


s — ' 


02 


o 


^ a 






rSH to p. 


^ 


Oi 


.2 05 g 

^ a '^ 




a 
a 

o 



HPm^ O 






o 



f^ o 

Qj) CI r^ -O) 

'feD a '^ ^. 3 

pj ^ q; a> o 



o 



a 9 ^ 

'bl) a '"^ Jrl '^ 

j-j ^ cp <15 be 



o 



t>. 






o 2 



O r-J CO 

05 § pj 

a '^ ^ 

ro 05 



H P^^ 



u 
o 






^•c5-g^ 



rd 05 



o 

5 xn 



^ s a § s_u a 



^ 



b 



:5 § o 






a 



^ -d 
^ bJD 



P^ 

<! 

W 
P^ 
o 



05 

bfl 






fl 05 



§ a a 

<y o o 



b 



a 

o 

O 



rd 05 






S o <^ 



b 



•J >^ , 

a.s s 
5 a ^ 



■^ g =^ ^3 05 



Si > 

rd 05 "^ 

CO tH __, 

^c 2 a 

rt a =^ 



C5 



^•2 g a 



02 



I 8 



•3 jq s 

0) 05 -) 

goo 



"s ^ a 

o 



rfl 05 

'Tt S iU OJ .5 

bp 2 y i>,-^ 

H<1 i^hj 



O 

05 

be 






15 



ALTERNATIONS OF STUDIES BY YEARS. 

We present below a plan for combining certain classes in the 
high school department in order to secure economy of time on 
the part of the teacher. This plan is suggested for the smaller 
schools with limited teaching force and small enrollment in high 
school grades. While there are some disadvantages in these com- 
binations, the advantages seem to be strong enough to outweigh 
any objections that might be offered. 

Subjects to be taught during session 1916-17 and all 

ODD YEARS. 

Grades 

8- 9 9th grade agriculture 9th grade domestic economy 

10-11 11th grade agriculture 11th grade domestic economy 
10-11 Physics or chemistry 

Subjects to be taught during session of 1917-18 and all 

EVEN YEARS. 

8- 9 8th grade agriculture 8th grade domestic economy 
10-11 10th grade agriculture 10th grade domestic economy 
10-11 Geometry 

Geometry and physics or chemistry will thus be presented in 
alternate years. One-half of the students in agriculture and 
domestic economy (those beginning the 8th grade in od(i 
years) will take up these subjects in the same order as 
if there were four classes of each carried all the time ; the 
other half would not have these subjects in exactly the same 
order, but when the course is completed these persons would have 
had four years of these subjects. In schools presenting all these 
studies, there will be a saving of five recitations per day for 
each year, considerably more than half the time of one teacher. 

THE HIGH SCHOOL COURSE IN ENGLISH 

Composition should have one-fifth of the time each year. 
English Literature (Classics) given throughout the 8th 
year and in the second half of the 9th, 10th, and 11th years. 



16 



FoRMAii Text in Grammar during the first half of the 9th 
year. 

Formal Text in Rhetoric during the first half of the 10th 
year. (The text will be used by the student for reference during 
the following terms.) 

History op English and American Literature during the 
first half of the 11th year. The text may be used for reference 
during the other years. 

Collateral Readings. Four books during each half year. 

Spelling should have a short period daily but not as a part 
of the regular English period, which must be full 40-minute 
periods. Text: Mayne's Business Speller and selected words. 

Word Study. In the elementary grades two or three new 
words are studied each day. If this were kept up during each of 
the four high school years, the vocabulary of the student would 
be greatly enlarged. 

Use op the Dictionary. When children reach the higli 
school, they have not developed the dictionary habit, nor will 
they make the best use of the dictionary unless special effort to 
this end is made by the teacher. It is not sufficient merely to tell 
students that it will be useful for them to consult the dictionary 
freely. They do not know and cannot feel how useful this in- 
strument can be to them, nor do they know how to make good use 
of it. Rather, the teacher should conduct class exercises in con- 
sulting the dictionary and develop interest and skill by so doing. 
For this purpose each student should have a copy of Webster's 
Academic Dictionary. The teacher should have a definite plan 
before the exercise is undertaken. Diacritical marks, pronun- 
ciation, definition, synonyms, origin of certain words, derivation 
of words, the fact that the dictionary defines words as nouns, 
adjectves, and verbs, how to turn to the word readily, etc., would 
serve as a basis for such drill. 

Occasionally exercises would be conducted with the una- 
bridged dictionary. (For this purpose it is desirable to have the 
dictionary mounted on a roller stand.) A large dictionary is a 
rich storehouse of information in many important lines of useful 
facts, besides the definitions of words, and the student should 
know how to make this information available.- 



17 



THE TEACHER'S PROGRAM. 

The week's time-table or program should be so arranged that 
the teacher of English may have periods for consultation with 
pupils during school hours. This personal contact with the 
pupils will make it possible for the teacher to aid the pupil in 
the particular point most needed. Indeed, where it is at all pos- 
sible, double periods (say two a week for each class) for Eng- 
lish classes would be a source of strength for this most important 
part of school work. We all insist on double periods to that extent 
for all science and practical subjects as being essential to proper 
work in them. It has been assumed, doubtless, that students are 
able to make preparation in the English without the guidance or 
assistance of a teacher and it will be accepted that pupils can 
make some kind of preparation after a proper assignment of work 
by the teacher ; but the best preparation and the surest progress 
in the technique and interpretation of English ought to be guar- 
anteed as nearly as possible by the program of the teacher as well 
as that of the pupil. A subject as practical, as difficult, and as 
essential as English should be planned on the most liberal basis. 

AIMS OF THE HIGH SCHOOL COURSE IN ENGLISH. 

The particular results to be sought may be somewhat specif- 
ically indicated as follows:* 

I. In general, the immediate aim of secondary English is 
threefold : 

(a) To give the pupil command of the art of expression in 

speech and writing. 

(b) To teach him to read thoughtfully and with appreciation, 

to form in him a taste for good reading, and to teach 
him how to find books that are worth while. 

(c) To develop proper ideals of character through the moral 

and spiritual truths of noble literature. 
These aims are fundamental; they must be kept in mind in 
planning the whole course and applied in the teaching of every 
term. 



♦This outline, somewhat modified, appeared in English Journal for Octo- 
ber, 1912, and was prepared by Allan Abbot, Horace Mann High School, Co- 
lumbia University. 



18 



II. Expression in speech Includes: 

(a) Ability to answer clearly, briefly, and exactly a question 

on which one has the necessary information. 

(b) Ability to collect and organize material for oral discourse 

on subjects of common interest. 

(c) Ability to present with dignity and effectiveness to a 

class, club, or other group, material already organized. 

(d) AbiUty to join in an informal discussion, contributing 

one's share of information or opinion, without wander- 
ing from the point and without discourtesy to others. 

(e) For those who have or hope to develop qualities of lead- 

ership, ability after suitable preparation and practice, 
to address an audience or conduct a public meeting, 
with proper dignity and formality, but without stiff- 
ness or embarrassment. 

(f) Ability to read aloud in such way as to convey to the 

hearers the writer's thought and spirit and to interest 
them in the matter presented. 
Note. — All expression in speech demands distinct and natural 
articulation ; correct pronunciation ; the exercise of a sense for 
correct and idiomatic speech; and the use of an agreeable and 
well-managed voice. The speaker should be animated by a sin- 
cere desire to stir up some interest, idea, or feeling in his hearers. 
III. Expression in writing includes: 

(a) Ability to write a courteous letter, according to the forms 

in general use, and of the degree of formality or in- 
formality appropriate to the occasion. 

(b) Ability to compose on the first draft a clear and readable 

paragraph or series of paragraphs, on familiar subject 
matter with due observance of unity and order and 
with some specific detail. 

(c) Ability to analyze and to present in outline form the 

gist of a lecture or piece of literature, and to write 
an expansion of such an outline. 

(d) Ability, with some time for study and preparation, to 

plan and work out a clear, well-ordered, and interest- 
ing report of some length upon one's special interest- 
literary, scientific, commercial, or what not. 



19 



(e) For those who have literary tastes or ambitions, ability 
to write a short story, or other bit of imaginative com- 
position, with some vigor and personality of style and 
in proper form to be submitted for publication, and 
to arrange suitable stories in form for dramatic pre- 
sentation. 

Note. — All expression in writing demands correctness as to 
formal details, namely, a legible and firm handwriting, correct 
spelling, correctness in grammar and idiom, and observance of 
the ordinary rules for capitals and marks of punctuation ; the 
writer should make an effort to gain an enlarged vocabulary, a 
concise and vigorous style, and firmness and flexibility in con- 
structing sentences and paragraphs. 

IV. Knowledge of books and power to read them thought- 
fully and with appreciation includes : 

(a) Ability to find pleasure in reading books by the better au- 

thors, both standard and contemporary; with an in- 
creasing knowledge of such books and increasing abil- 
ity to distinguish what is really good from what is 
trivial and weak. 

(b) Knowledge of a few of the great authors, their lives, 

their works, and the reason for their importance in 
their own age and ours. 

(c) Understanding of the leading features in structure and 

style of the main literary types, such as novels, dramas, 
essays, lyric poems. 

(d) Skill in the following three kinds of reading and knowl- 

edge of when to use each : 

1. Cursory reading, to cover a great deal of ground, get- 

ting quickly at essentials. 

2. Careful reading, to master the book, with exact un- 

derstanding of its meaning and implications. 

3. Consultation, to trace quickly and accurately a par- 

ticular fact by means of indexes, guides, and refer- 
ence books. 

(e) The habit of weighing, line by line, passages of special 

significance, while other parts of the book may be read 
but once. 



20 



(f) The power to enter imaginatively into the thought of an 
author, and interpreting his meaning in the light of 
one's own experience, and to show, perhaps by select- 
ing passages and reading them aloud, that the book 
is a source of intellectual enjoyment. 
Note. — All book work should be done with a clear under- 
standing, on the student's part, as to what method of reading he 
is to use and which of the purposes mentioned above is the imme- 
diate one. To form a taste for good reading it is desirable that 
a considerable part of the pupil's outside reading be under direc- 
tion. To this end lists of recommended books should be provided 
for each grade of term. These lists should be of considerable 
length and variety to suit individual tastes and degrees of ma- 
turity. 

V. The kinds of skill enumerated above are taught for three 
fundamental reasons : 

(a) Cultural. To open to the student new and higher forms 

of pleasure. 

(b) Vocational. To fit the student for the highest success in 

his chosen calling. 
(e) Social and ethical. To present to the student noble ideals, 
aid in the formation of character, and make him more 
efficient and axjtively interested in his relations with 
and service to others in the community and in the 
nation. 

Note. — These fundamental aims should be implicit in the 
teacher's attitude and in the spirit of the class work, but should 
not be explicitly set forth as should the immediate aim of each 
class. 

COMPOSITION. 
Time. 

This subject is to have approximately one-fifth of the time 
given to English throughout the four years. This can be secured 
by giving a portion of two or more periods during the week or by 
taking an entire period once a week. 



21 



Method. 

Oral Composition. Throughout the work in composition 
much emphasis should be given to oral composition. Training 
in oral composition deserves large consideration both because it 
not only prepares for better written composition but it is the kind 
of discourse most generally used. In oral composition there is 
an absence of mechanics to be considered. The student will have 
nothing before him but the theme and what he is thinking about 
the theme. It is the form of discourse he is most familiar with 
and the one he feels the least embarrassment in using. By hav- 
ing the individual present what he wishes to say under some 
three or four heads, he will arrive at a natural discovery that 
discourse of length will have natural breaks, and discover the 
necessity for paragraphing. Some teachers think that because 
nearly all recitations are conducted in oral form, it may be as- 
sumed that sufficient practice in oral composition may receive 
minor attention in the formal composition work. This position 
is not well taken. Much of the ordinary recitation is of the 
question and answer kind, with brief answers in most cases — 
indeed, often only one word. Even when presented in the topic 
form, the recitation may^ot serve to improve the manner of 
expression. The teacher will be giving special consideration to 
certain facts to be expected in the answer, and faulty expression 
passed over without being noticed. Fluency and skill in oral ex- 
pression will come only from much practice with strict adher- 
ence to the principles of discourse. 

Written Composition. — Them£s. Probably one-half of the 
success in handling written composition is in having subjects 
that make an appeal to the student. There should be a great 
many topics relating to that which is near, recent, and arising 
from common personal experiences at home, at school, on the 
road or street, in the games, sports, or social occasions. Also 
good topics can be found in the literature, history, or science 
or vocational subject being pursued. Mainly, compositions should 
deal with things students already know much about, or are find- 
ing out in the regular work of the school; so that the work as 
related to composition will lie in the matter of putting ideas into 
organized form and expressing them in appropriate and forceful 
language. 



22 



What to Do with the Written Themes. It would seem to be a 
good practice to center attention on some particular feature, 
when making corrections. First, let us suppose we emphasize 
content, handling several sets of themes without noticing so very 
critically the errors of speech. (In this case the papers would re- 
main in the hands of the teacher.) This would be designed to 
impress on the pupils that they must not merely say something, 
but something that is worth while. Next, the quality of unity 
might be impressed, then the more common errors of grammar 
or structure might be taken up independently of theme writing 
as well as in connection with it. Such a plan would avoid em- 
barrassment and place emphasis upon the particular point being 
considered and lead to more definite knowledge and grasp on the 
part of the student. Where all things are stressed at the same 
time nothing receives emphasis. 

While we believe it is desirable to correct all the errors of "all 
the papers sometimes, requiring some to be recast, the teacher's 
time should be used judiciously. To spend all or a great part of 
the time in correcting errors in the written themes would not 
allow time for plans and constructive schemes for making er- 
rors less frequent. One pupil is being taught through the cor- 
rections. Find out how to teach the entire class in the most 
effective way. We believe in corrections but we believe also in 
teaching — especially good teaching. When corrections are made 
the teacher should see that the pupil really gains knowledge and 
power from the corrections. 

Generally, constructive criticism is better than destructive 
criticism, and to praise what is worth praise is better than to. 
deal harshly with the inferior. It is well to call attention to the 
features wherein a composition or a part of a composition has 
merit, and to do this in an impersonal way. Such could be read 
to the class by the teacher or one of the pupils, or, if brief, 
placed on the board. This exhibition of it gives an opportunity 
to point out clearly wherein the excellence exists. In a similar 
way a sentence or paragraph presenting a common error could 
be placed on the board and recast, thus placing the faulty and 
improved constructions in sharp contrast. 



23 



The Teacher Must Not Expect Too Much of the Pupil. It is 
important for the teacher to measure the performance of the 
pupil by pupil standards rather than by absolute standards. 
Excellence is the goal but present attainments and capacity of 
the pupil are the measure of what is to be expected from him. 
It is easy to be too severe and critical when thinking of how far 
short the pupil comes from the ultimate degree of skill desired 
on the part of the instructor. The spelling, punctuation, gram- 
mar, structure, and content in the written work of the eighth 
grade will fall below that of the ninth grade, and that below the 
tenth, etc. To keep this in mind may avoid discouragement of 
both teacher and pupil. 

Purpose and Motive. Before a pupil undertakes to write on 
a subject the purpose and point of view should be made clear. 
With no more definite purpose before him than is indicated in 
the topic would be difficult for the student to find a place to begin 
and there would doubtless be a lack of unity. The following will 
illustrate what we mean by getting the purpose and the point 
of view: 

Subject — ^Oood Roads. 

Purpose — To show saving in teams, vehicles, and time. 

Point of View — That of a farmer. 

Subject — Good Roads. 

Purpose — To show how they remove isolation from living in 

the country and add to its attractiveness. 
Point of View — That of the farmer's family. 

Subject — Good Roads. 

Purpose — To show materials from which made in Louisiana. 

Point of View — That of the road engineer. 

Subject — Good Roads. 

Purpose — To show the cost of different kinds, and the kind 

most feasible for the immediate section. 
Point of View — That of the citizen and taxpayer. 

The purpose and point of view being established, the teacher 
should, by skillful questions, lead the pupil to conseci^ive 
thought, remembering that time given to preparation for writing 
is of far greater value than an equal amount of time spent in 
correcting themes. 



24 



It would be helpful for tlie teacher to provide herself with 
a number of large envelopes in which to file, under suitable 
headings, topics for oral and written discourse, consisting of 
clippings, references to passages in various books, some of the 
best outlines and exercises done by the class, topics from modern 
books on composition, as many topics as may be suggested by 
teacher or student that refer to local geography, history, indus- 
try, play and school activities. 

The next important thing is to select such subjects and the 
particular treatment that will put motive into the composition. 
The expression of a real life interest and listeners to be instructed 
or entertained bring inspiration and enthusiasm for the best 
effort, and give theme writing reality and worthwhileness. 

Mr. Jesse B. Davis, principal of the Central High School of 
Grand Rapids, Michigan, has made a practical use of motivation 
by relating to his course in theme writing a plan of vocational 
and moral guidance. His purpose is to inject a life interest 
into theme writing by requiring pupils to study their environ- 
ment and themselves. Thus they may become of greater useful- 
ness to the community in which they live. 

This phase of theme writing does not exclude other forms and 
occupies only about one-fourth of the time given to composition. 
Each year has a main topic and around it are grouped other 
related topics. The following outline is suggestive of the main 
features of the plan. 

First Year. Main topic, Elements of Success in Life. 

The class studies the lives of successful men and 
women for the purpose of discovering the habits of 
life and of work that have contributed to their great- 
ness. Lists of these characteristics are made out and 
form the basis for studying and writing about the 
fundamental elements of success. Such topics as the 
following have been used: 

How could I earn my living if I were to leave 
school now? 

The business asset of personal appearance, good 
manners, and cheerfulness, etc. 
Second Year. Main topic, The World's Work; A Call 
to Service. 

Various occupations of men and women. 

How to choose a vocation, etc. 



25 



Third Year. Main topic, Preparation for Life's Work. 
Topics relating to business and professional ethics. 
Fourth Year. Main topic, Social Relations. 
What is meant by the patriotism of peace? 
Why should I be willing to pay taxes? 
Public office is a public trust. 
What does it mean to be a good citizen ? 
Suggestions as to the use of the text (Brooks-Hubbard in the 
hands of the teacher only during the first two years). 

Eighth Grade — (Pages refer to Brooks-Hubbard's Composi- 
tion and Rhetoric). 
First Month — Letter writing, pp. 171-194. 
Second Month — The whole composition, pp. 153-171. 
Third Month — Expression of ideas, pp. 11-28. 
Fourth Month — Use of dictionary for word-study. 
Second Term — Special topics in grammar as needed by class. 

Purpose of composition; pp. 113-153. 
Ninth Grade: — 
Letter writing. 

Expression of ideas through imagination, pp. 29-44. 
Expression of ideas through language, pp. 45-113. 

GRAMMAR 

Text: Smith's Our Language Grammar. 

Time. 

During the first term of the ninth year, the work in literature 
will give place to the formal text in grammar. 

While the formal text in grammar is being given only in 
the first half of the 9th grade, it is not intended that this will 
be the only advance the student will make in the knowledge of 
correct forms of speech. Probably the large divergence between 
the amount of time that has for years been given to formal 
grammar and the results that have come from the custom has 
been due to the fact that there was much theory about language 
with small opportunity for putting the theory into practice. It 
might be said that it was a stuffing process where the student 
was gorged beyond his capacity to assimilate. The study of 
grammar that does not improve the ability and the practice as 



26 



relates to good English cannot be justified. The thing the child 
needs is not ■merely a body of theory more or less well digested ; 
he needs ability to use the elements of a sentence so as not to 
offend good taste and the ability to use those elements in a way 
to convey his meaning timply, clearly, and, when needed, force- 
fully. 

Now, we believe that proper grammatical usage can and 
should be taught in composition work, and to some extent in the 
literature work. When a grammatical fault has been committed 
an opportunity is presented to bring the correct form strongly 
to the attention of the student. He will feel more keenly the 
need of the knowledge then and will take hold of the principle 
more thoroughly. There will be the discovery that grammar has 
really practical value to the student, and that discovery will 
arouse a livelier interest in what it has to teach. In this way, too, 
there is not a surplusage of theory, but just the theory or princi- 
ple that has immediate value. 

Now and then the teacher might assign the entire lesson to 
work in grammar, especially when there is discovered a lack of 
ability to grasp the relation between the relative pronoun and 
the antecedent, the agreement of the verb with the subject, or 
the use of the past participle, etc. 

Oarig Drill Book in the hands of the teacher will prove help- 
ful. (Address The Book Store, L. S. U., Baton Rouge, La.) 

LITERATURE FOR CLASS STUDY. 

Time. 

Throughout the 8th grade, and during the second half of the 
9th, 10th, and 11th grades. 

Amount. 
For some years there has been an average of two classics for 
each half session, which gives sixteen selections during the four 
years. In the reorganized course in English it is not desired 
that less literature would be given. Some authorities believe 
that not more than a month should be given to a classic if the 
interest is to be sustained. This would mean about four classics 
for each half session. There are now given five half sessions 



27 



to literature, two in the 8th grade and one in each of the other 
grades, which would give a total of twenty classics for the high 
school course. This does not seem excessive. If the school gives 
six classics during the 8th grade and three during each of the 
following years, the total would be sixteen as at present. We 
believe it would be right to expect the number of classics studied 
in class to be between sixteen and twenty. 

Aim in the Teaching op Literature. 

The following is quoted from Chubb 's The Teaching of Eng- 
lish: 

*' During sucli a germinal period (the four years of High 
School) Literature may exercise its maximum of humanizing 
influence; and how it may be used to this end should, to our 
mind, be the leading concern of the teacher. The statements 
that one commonly meets of the aims that should control the 
teaching of English in the High School are, we hold, not only 
inadequate but misleading. For example : the teacher of Eng- 
lish, we are told by an accredited authority, is 'to introduce his 
pupils to English literature; to awaken the dormant language 
sense, the linguistic consciousness, with reference to the mother- 
tongue ; to stimulate and direct the ambition for neat and comely 
expression. ' So far, so good ; but not far enough. And to the 
same effect is this statement by another concerning literary aims : 
the reading done 'will have for its main purpose the cultivation 
of a taste for the best books, and the inculcation of the habit of 
always having good books to read'. Again, good, but not good 
enough. — there is not enough red blood in it. We must get be- 
hind this booky view to the large human view, and hold steadily 
to it; the view that finds expression in the great masters and 
critics of letters. Let us take one instance of it from an im- 
pressive source, the master critic of modem times, Sainte-Beuve : 
' I hold very little to literary opinions. Literary opinions occupy 
very little place in my life and in my thoughts. What does oc- 
cupy me seriously is life itself and the object of it.' This is cited 
by a disciple, Matthew Arnold, who takes the same attitude, 
holding that poetry. Literature generally, is to be appraised ac- 
cording to its soundness as a criticism of life. And these two 



28 



men are above suspicion on literary grounds; both had an ex- 
quisite sense of the beauty of literary art and of the excellence 
of style. Let us, too, then, use Literature in this spirit to aid our 
young men and young women to interpret life, to see life, to 
respond to the spectacle and drama of life." 

While the classics studied present many excellencies to be 
noticed in the discrimination in the use of words, structure of 
sentences, and other elements of strength and beauty, it must not 
be forgotten that this is not the primary reason for the study of 
literature. The essence of life in a piece of literature consists in 
the appeal it makes to our emotional, aesthetic, or moral sense. It 
is spirit speaking to spirit, and no treatment would be satisfac- 
tory that clouded the appeal, or stopped short of giving its essen- 
tial truth. 

ENGLISH LITERATURE. 

(First Year— First Half.) 
Text: Elson's Grammar School Reader, Book IV for Eighth 
Grade. 

This book is in three parts. Part I has choice poetic selec- 
tions under such heads as Famous Rides, Studies in Rhythm, 
Nature, etc. Part II contains longer selections from Great Amer- 
ican Authors. Part III has Patriotic Selections, Orations, etc. 

Because of the organization, variety, and suitability of the 
selections this text should be very sei-viceable in this place. 

There are many helpful suggestions for study in connection 
with the different selections. There ought to be much reading 
aloud and drill in expression, especially in connection with the 
poetic selections. There are many pieces suitable to be memo- 
rized. These ought to be committed to memory and drilled on 
often, both for their intrinsic merit and for valuable drill in 
expression. 

Suggested for collateral reading : 

1. Men of Greece — Hall. 

2. Cuore — D 'Amicus. 

3. Enoch Arden — Tennyson. 

4. The Man Without a Country— Hale. 



29 



5. Wonder Book — Hawthorne. 

6. Westward Ho ! — Kingsley. 

7. Sketch Book — Irving. 

8. The Other Wise Man— Van Dyke. 

9. Robinson Crusoe — Defoe. 

10. Gulliver's Travels— Swift. 

11. Boys who hecame Famous Men — Skinner. 

12. Life of Agissiz. 

13. The Yemassee — Simms. 

14. Horse-Shoe Robinson — Kennedy. 

(First Year— Second Half.) 
For Class Study : Three or four of the following, depending 
upon the length : Vision of Sir Launfal, Deserted Village, Gareth 
and Lynette, etc., Lady of the Lake, A Tale of Two Cities, 
Treasure Island, Sohrab and Rustum, Irving 's Sketch Book. 

Suggested for collateral readings: 

1. Ivanhoe — Scott. 

2. The Silver Christ— Ouida. 

3. Jungle Book I, and II — Kipling. 

4. Don Quixite — Cervantes. 

5. Dickens's History of England. 

6. My Study Window — ^Lowell. 

7. Birds and Bees — Burroughs. 

8. Memorabilia — Xenophon. 

9. Apology of Socrates — Plato. 

10. Private Life of the Romans — Preston and Dodge 

11. Greek Heroes — Kingsley. 

12. Gold Foil— Holland. 

13. Swallow Barn — Kennedy. 

14. To Have and to Hold — Mary Johnston. 

(Second Year — Second Half.) 
For Class Study: Three or four of the following selections, 
depending upon the length. Three or four weeks for a piece of 
average length should be sufficient time: Quinten Durward, 
Vicar of Wakefield, Ivanhoe, Sir Roger de Coverly Papers in the 
Spectator, Lays of Ancient Rome, Last of the Mohicans, Poe's 
Tales, Odyssey, As You Like It, Merchant of Venice. 



30 



Suggested for collateral readings: First Half. 

1. Translations from the Iliad (Books I, VI, XXII, 
XXIV— Pope). 

2. Twice Told Tales— Hawthorne. 

3. Kenilworth — Scott, 

4. The Struggle for a Continent — Parkman. 

5. Young Folks' Plutarch — Ginn. 

6. Being a Boy — Warner. 

7. Innocents Abroad — Mark Twain. 

8. The Last Days of Pompeii — Lytton. 

9. Ben Hur — Wallace. 

10. Treasure Island — ^Stevenson. 

11. Odyssey — Homer. 

12. Shakespeare the Boy — Rolfe. 

13. Poe's Tales. 

14. In Old Virginia — ^^Page. 

Suggested for collateral readings : Second Half, 

1. Marmion — Scott. 

2. Kidnapped — Stevenson. 

3. Tom Brown at Rugby — Hughes. 

4. Rienzi — ^Lytton. 

5. Beside the Bonnie Brier Bush — Maclaren, 

6. Tales of a Traveler — Irving. 

7. Two Years Before the Mast. — Dana. 

8. Rab and His Friends — Dr. John Brown. 

9. Brave Little Holland — Griffis. 

10. Sharp Eyes — Burroughs. 

11. Girls and Women — Chester. 

12. Betty Alden — Austen. 

13. Surry of Eagle's Nest — Cooke. 

14. Mohun — Cooke. 

15. The New South— Grady. 

Third Year— Second Half.) 
For Class Study: Three or four, according to length, of the 
following selections : 
Idyls of the King (Lake Classics, Scott, Forsham & Co.), 
Silas Marner, Cotter's Saturday Night, Short Stories, House of 



31 



Seven Gables, Emerson's Essays (Selections), Shakespeare's 
Julius CaBsar, Macaulay's Life of Johnson, Palgrave's Golden 
Treasury (first series, book IV), with special attention to Words- 
worth, Keats, Shelley, and Byron; Washington's Farewell Ad- 
dress, Webster's First Bunker Hill Oration, and Carlisle's Burns. 

Suggested for collateral readings : First Half. 

1. The Newcomes — Thackery. 

2. The Autocrat of the Breakfast Table — Holmes. 

3. Our Old Home — Hawthorne. 

4. The Choir Invisible — Allen. 

5. Snow-Bound — Whittier. 

6. Adam Bede — Eliot. 

7. Locksley Hall — Tennyson. 

8. Henry VIII — Shakespeare. 

9. Virginibusque Puerisque — Stevenson. 

10. Quo Vadis — Sienkiewicz. 

11. Opium Eater — DeQuincey. 

12. Washington and His Country — Irving and Fiske. 

13. Essays — Emerson. 

14. Half Hours in Southern History — Hall. 

15. The Prophet of the Great Smoky Mountain — Craddock. 

Suggested for collateral readings: Second Half. 

1. True Story of Paul Revere — Gettemy. 

2. Transit of Civilization — Eggleston. 

3. Winning of the West — Roosevelt. 

4. Commemoration Ode — Lowell. 

5. In Memoriam — Tennyson. 

6. The Hoosier Schoolmaster — Eggleston. 

7. The Story of a Bad Boy— Aldrich. 

8. My Summer in a Garden. 

9. Les Miserables — Hugo. 

10. Uncle Remus, His Songs and Sayings — Harris. 

11. Red Rock— Page. 

12. True Tales of Arctic Heroism — A. W. Greeley. 

13. Boots and Saddles — Elizabeth Custer. 

14. Life of David Livingston — C. S. Home. 



32 



(Fourth Year— First Half.) 
History of English Literature. 
Text: Tappan's England's and America's Literature (Hough- 
ton Miffln & Co.), Newcomer- Andrews 's Twelve Centuries 
of English Poetry and Prose (Scott Foresman & Co., Chi- 
cago, or Hansen, New Orleans) in the library for daily 
use. 
There should 'be three or more copies of the latter in the 
library, one being for the teacher's use. It is a large 
volume and is well adapted to be used as a companion 
volume of the History of Literature. Note carefully what 
is said below about the treatment that should be given 
to the history of literature. Do not expect pupils to commit to 
memory unimportant details and do not give equal emphasis to 
all portions of the text. Have sufficient copies of the Twelve 
Centuries of Poetry and Prose in the library to meet the needs 
of the class, and make copious reference to this and other 
available books in the library. 

History of English and American Literature. 

The teacher is not expected to take up everything in the text 
as would be done with a text in ancient or modern history. Lit- 
erary movements should be studied rather than individual au- 
thors. Follow the course of development of English literature 
with emphasis upon the characteristics of the more prominent 
periods. Make an intensive study of a representative author and 
group the other authors of the same period about him. The dates 
of the birth and death of minor authors and much of their biog- 
raphy should not be assigned for recitation work. The students 
would merely read the reference to the minor authors and be able 
to recite any important matter that would aid them in appre- 
ciating the literature of the period. Such matters the teacher 
might call attention to when assigning the lesson. There should 
be much reading of short pieces and selections of representative 
authors, for it is the literature itself that is the matter of study ; 
nor would it seem to be at all profitable to speak or write ever so 
learnedly about the qualities and literary merits of a piece of 
literature by the use of borrowed opinions alone. As the text 



33 



discusses the qualities or merits of a piece of literature, it would 
seem fair, sensible, and necessary that the student have access 
to that piece of literature in the interest of any real understand- 
ing of the discussion and in the interest of a real mastery and 
growth in the appreciation of literary qualities. In addition to 
any other books that may be available to the student for this 
kind of study, every school library should have three or more 
copies of Newcomer- Andrews's Twelve Centuries of Prose and 
Poetry (Scott, Foresman & Co., Chicago, or Hansell, New Or- 
leans). 

The following will give definite suggestions on the use of New- 
comer-Andrews 's Twelve Centuries of English Poetry and Prose 
as a companion volume of Tappan's England's and America's 
Literature. The chapter numbers refer to Tappan 's text and the 
page numbers refer to Necomer-Andrews 's text. Where the 
direction says "read" it means that the pupils will read care- 
fully as a part of the lesson assignment. Sometimes it will be 
well to have reading aloud in class to bring out and impress 
the characteristic or excellence of the selection. It will be well 
for the teacher to read to the class occasionally as an example 
of good reading and in order to secure a better interpretation. 

It may be that the class can familiarize themselves with more 
of the selections representing the different periods than we have 
indicated. The teacher should plan this work to suit the capacity 
of the class, adding such selections as seem desirable. 

(Fourth Year— First Half.) 
Chapter I. Early English Period. 

Read Beowulf (page 1). 
Chapter III. Chaucer's Century. 

Teacher should read to class selections from Chaucer's Pro- 
logue from the Canterbury Tales (page 43). 
Chapter IV. The People's Century. 

Read Everyman (page 84). 

Teacher should read to class one or more ballads (pp. 69-80). 
Chapter V. Shakespeare's Century. 

Read lyrics from Wyatt (p. 125), Sidney (p. 142). 

Marlowe (p. 146), and Shakespeare (p. 147-148). 



34 



Read Macbeth. Read as parallel one comedy and one history 
play which have not been read in the high school course. 

Chapter VI. Puritans and Royalists. 

Teacher should read Bacon's Essay on Studies (p. 212) and, 
' if pupils are interested, essays on Friendship (p 213) 
and Revenge (p. 217). 

Read Ben Jonson's lyrics (pp. 149, 150) ; Milton's L 'Allegro 
and II Penseroso; lyrics from Herbert (p. 220), Vaughn 
(p. 223), Suckling (220), Lovelace (220), Herrick (221). 
Chapter VII. The Century of Prose. 

Teacher should read or quote famous passages from Pope's 
Essay on Criticism (307) and Essay on Man (319). Read 
De Coverly Papers (295), Gray's Elegy (247), and best 
known of Burn's poems (401-414), Samuel Johnson (358- 
360), Boswell's Johnson (363), Goldsmith's Deserted Vil- 
lage (373). 
Chapter VIII. Century of the Novel — The Romantic Period. 

Read Poems from Wordsworth (415, 423, 424) and Shelley 
(478-479); Coleridge 's Ancient Mariner (428); Byron's 
Prisoner of Chillon (453). 

Read some lyrics or short poems of Tennyson (567-598) ; 
Browning (498-631). 

AMERICAN LITERATURE. 

Chapter II. Revolutionary Period. 

Read Franklin's Autobiography. 
Chapter III. National Period. 

Read or review selections from Irving 's Sketch Book. Read 
Bryant's poems; Hawthorne's Wonder Book; Longfel- 
low's short poems; Webster's First Bunker Hill Oration; 
Vision of Sir Launf al and short poems by Lowell ; Poe 's 
best known poems. 

Teacher should read to class typical poems of Lanier and 

other Southern poets. 
Note. — Teacher should make use of the classics that have been 
read in the previous grades. 



35 



(Fourth Year— Second Half.) 
For Class Study: Three or four, according to length. 
Burke 's speech on Conciliation with America. 
Shakespeare's Macbeth. 
Shakespeare's Hamlet. 
Familiar Letters (Lake Classics Series, by Scott Forsman & 

Co., Chicago). 
Emerson's Essays (Lake Classics Series, by Scott Forsman 
& Co.). 
Suggested for collateral readings : Fourth Year. 

1. Egyptian Princess — Ebers. 

2. Peasant and Prince — ^]\Iartineau. 

3. Roman Life in the Days of Cicero — Church. 

4. How the Other Half Lives — Riis. 

5. Hero Tales from American History — Roosevelt and 

Lodge. 

6. Intellectual Life — Hamerton. 

7. Prue and I — Curtis. 

8. Romola — Eliot. 

9. Vanity Fair — Thackery. 

10. Paradise Lost, Books I and II — Milton. 

11. Poets of the South — Painter. 

12. Col. Carter of Cartersville— F. H. Smith. 

13. New Orleans: The Place and the People — King. 

Collateral Readings. 
It is required, as a minimum in the English course, that eight 
standard volumes be read and reported on by each student in 
each of the high school years, making thirty-two books thus read 
under the supervision of the teacher of English. This is a most 
wise provision of our course of study. To form an acquaintance 
with and a more or less intimate knowledge of that number of 
books of an accepted literary quality is a means of culture of no 
small value. This should result in a pretty fair introduction to 
literature and should do much to form the taste for standard 
v^^orks. This result, however, would, be defeated if there were 
a lack of suitable books in the school library at the disposal of 
teacher and children. When children have to get books where 



36 



they can — from the home library, or borrow from some one — 
the books read are not likely to be particularly well selected for 
this purpose. Every school should have all the books needed for 
these readings and selections should be made under the firm 
guidance of the teacher of English. No other plan should be 
considered. It has been observed that through this plan of col- 
lateral readings many students have become readers of good lit- 
erature and acquired a taste and habit for reading that they 
never would have acquired without this systematic effort on the 
part of the school. This course of reading should have very 
high practical value upon the student's knowledge of English 
and his power to use it. It should add greatly to the richness of 
the regular class work in the different features of English studied 
in the high school. 

REFERENCE BOOKS. 

1. Chubb 's Teaching of English. Macmillan & Co., New York. 

2. Carpenter, Baker, and Scott's Teaching of English. Long- 

man's Green & Co., New York. 

3. McMurry's Reading of English Classics. Macmillan Co., 

New York. 

4. Laurie's Language and Linguistic Method. Macmillan Co., 

New York. 

5. Report of the Committee of Ten. American Book Company, 

Cincinnati, Ohio. 

6. Report of the Committee on College Entrance Requirements. 

D. W. Springer, Sec. N. E. A., Ann Arbor, Mich. 

7. Webster's Elementary Composition. Houghton Mifflin & 

Co., Boston, Mass. 

8. Webster's English for Business. Newson & Co., New York. 

9. Two or three additional modern texts on composition, gram- 

mar, rhetoric, and the interpretation of literature. 

10. Twelve Centuries of Prose and Poetry by Newcomer — An- 

drews's (Selections). Scott Forsman & Co. 

11. Margaret Ashman — Composition in the High School (First 

and Second Years). Bulletin of the University of Wis- 
consin. 

12. English Journal. University of Chicago. 

(All of these should be accessible to the teacher.) 



a? 



LATIN 

The course in Latin extends over three years (five times a 
week), beginning with the second year in the high school. 
Texts: First Year — Gunnison and Harley's First Year Latin. 

Second Year — Gunnison and Harley's Caesar (Four 

books). 
Third Year — Gunnison and Harley's Cicero (Six ora- 
tions) 

General Statement. 

The teacher should be interested in the subject and prepared 
to handle it, and no one else should try. There are teachers that 
drive and those that lead and inspire. Undoubtedly, the latter 
will have the better results. 

Success in the Latin course will depend largely upon the 
manner in which the work of the first year is done ; thorough- 
ness here is absolutely indispensable. The content of the first 
book must be mastered if the student is to have any ease or 
pleasure or profit from the second and third year's work in 
Caesar and Cicero. The student that has only a smattering of the 
first year Latin will make a failure of the second or will become 
discouraged and drop out. To have thoroughness it is important 
that every lesson from the first be learned. Do not assign an ad- 
vance lesson until the teacher is satisfied with the preparation of 
the old one, though the form of the old lesson may be changed. 
It requires hard work to learn a language like Latin, but 
the results will justify the effort put forth to do successful work 
in it. 

Drill, repetition, drill, review, and more review will be needed, 
but it will largely rest with the teacher to see that these drills and 
reviews are accompanied with the proper amount of study, in- 
terest, and zest. Of course, the review that has newness of ma- 
terial or treatment so as not to reveal glaringly that it is a re- 
view that will have the best preparation and will best keep alive 
the interest. 

Teachers should study how to avoid the great loss of time in 
the recitation caused by the poor preparation of the lesson. 
There is more time lost on this account in poor recitations in 



38 



Latin than possibly in any other school subject. The long lapse 
between the question and answer defeats the opportunity for 
the amount of drill needed to fix the lesson. The teacher need 
not blame the children here unduly, but rather seek for the cause 
in method, assignment (either as to content or quality), atti- 
tude toward the children and the subject, and the teacher's own 
preparation. A constructive policy along these lines will get 
farther than fault finding. 

First Year — Adopted Text: Gunnison and Hadley's First 
Year Latin. 

It is suggested that pupils mark all long vowels in all exer- 
cises during the first year. 

Forms. 
The inflections found in the different declensions and conjuga- 
tnons must be thoroughly familiar before substantial progres 
can be made. Case endings, tense signs, and personal verb end- 
ings can be recognized only by close observation and constant 
drill. Frequent oral and written drills and tests are necessary 
to fix these forms in memory. 

Pronunciation. 
The Latin pronunciation is preferred. A great deal of prac- 
tice is necessary to familiarize students with the pronunciation. 

Syntax. 
Principles of syntax learned in English grammar should be 
employed constantly to re-enforce corresponding constructions 
in Latin. The learning and application of principles of syntax 
found in Latin can and should be made an invaluable aid in 
learning and applying technical English grammar. 

Prose. 
There should be daily practice in translating easy English 
sentences into Latin. Translations from English into Latin are 
much better tests of the student's knowledge of vocabulary, forms 
and syntax than translations from Latin into English. Great 
emphasis should therefore be placed on this kind of translation. 
Too frequently this method, on account of its difficulties, is neg- 
lected. 



39 

Variety should characterize the testing, oral and written, of 
what has preceded. 

At first, students should be trained to verify their work by 
means of the book and then gradually to discard tlie book and 
rely very largely on the accuracy of their knowdedge. 

Vocabulary. 
A systematic effort to build up a vocabulary should be made 
from the beginning. A certain number of Latin words should 
be committed to. memory regularly and there should be frequent 
drill on those learned previously. For the sake of interest and 
for the sake of having a comprehensive basis for subsequent 
reading there should be sufficient variety and copiousness in the 
vocabulary of the elementary course. Seven or eight hundred 
words, exclusive of proper names, in the possession of the pupil 
for ready use are ample. 

Translation. 
The student should be taught early how to get the thought 
from the Latin order of words before translating. Careful oral 
and silent reading of Latin will aid the student in becoming 
accustomed to this mode of expression. Discrimination of syno- 
nyms and idioms must be insisted on from the beginning to get 
the best English translation. In most instances, English words 
similar in form to the Latin should not be accepted. The pri- 
mary aim in translating Latin into English is not mere thought- 
getting, but getting "the most discriminating interpretation of 
the passage in hand as language and literature." Sharp, definite, 
specific translations of Latin phrases and sentences create effect- 
ive habits of correct thinking and expression. Detached sen- 
tences should constitute the earliest practice in translation. As 
the student's knowledge of Latin construction increases, the 
complexity of the sentences to be translated should increase. 

Reviews. 
Too much stress cannot be laid upon the necessity of fre- 
quent oral and written reviews. Opportunities to test must be 
made. The superficial getting of daily lessons will not answer. A 
student either knows or does not know what he has been studying. 



40 

There is no middle ground. Upon the thoroughness with which 
the elementary work in Latin is done depends the quality of the 
work in Caesar and Cicero. 

SECOND YEAR. 

Adopted Text: Gunnison and Harley, Csesar. 

Amount to Be Read, 
Any four books of Caesar's Gallic War, preferably the first 
four, are recommended as a minimum requirement. The order in 
which the books are read may be changed. Some teachers prefer 
to read Books II and III first on account of their greater sim- 
plicity. 

Translation. 
The student should now have greater ability to get the 
thought of the author in the Latin sentence order before trans- 
lating. A literal translation should be encouraged to show the 
student's knowledge of constructions. Then the best idiomatic 
English should be required. For the student's guidance in 
method of attack and manner of rendering in the best English, 
the teacher should occasionally translate some sentence in the 
lesson or some other passage in Csesar. A loose Latin sentence 
oftentimes requires several short English sentences to express 
the same thought. To get the unity of the narrative the teacher 
should read aloud to the class a translation of the work previously 
covered. 

Translation at Sight. 
To secure greater facility in getting the thought from the 
Latin sentence order and expressing the same in genuine English, 
translations at sight of a portion of the lesson for the following 
day or some portion of a book not prescribed for regular class 
study are helpful. Care should be taken to avoid the selection 
of too difficult Latin for this purpose. 

Correlation. 
Oecasibnally, the translation of a chapter, or a portion of a 
chapter, illustrative of a unit in narration, description, or expo- 



41 



sition, should be written out carefully by the class to serve as part 
of the composition work in English for the second year. 

Setting. 

Before taking up the narrative of the Gallic War its bio- 
graphical, historical, and geographical setting should be traced 
in reference books and on maps. All references in the text to 
these different phases should be looked up by the pupils. Study 
the Roman military system and discuss with the class its means 
and methods of operation. Students will be intrested in Cae- 
sar's motives, the method and success of his plans. Sidelights 
on Celtic, Gallic, and Roman institutions add interest to the nar- 
rative. 

THIRD YEAR. 

Adopted Text : Gunnison and Harley, Cicero. 

Formal Work. 
Systematic work in Latin grammar (regularly assigned les- 
sons), prose compositions (one period a week), and sight trans- 
lations, as recommended for the second year, should be continued. 

Amount to Be Read. 

A minimum requirement of six books, including the first four 
Orations, against Cataline, is recommended. 

Setting. 

A study of this period of Roman history is essential. *The 
struggle between the aristocracy and the forces of the Republic 
must be understood before the student can properly appreciate 
Cicero and his Orations. Cicero's antecedents, his life, training 
and environments are appropriate subjects of investigation, 
study, and discussion. The workings of the Roman constitution, 
the functions of public officials, and legislative bodies may well 
be made subjects of study. The student should know the mean- 
ing of such terms as consul, prgetor, aedile, censor, tribune, quaes- 
tor, Comitia Centuriata, Comitia Tributa, and Concilium Plegis. 



42 



Correlation. 

Discussions of Cicero's position in the social and political 
struggle of his time, the just or unjust position of the patrician 
class vs. the plebeian class, or vice versa, can and should be cor- 
related with the fourth year work in English. No better material 
for argumentation can be found. The literary value of Cicero's 
Orations as models of style, proportion, and unity should be 
studied. 

The interest aroused by such a many-sided study of the 
author and his works will more than outweigh the irksomeness 
of a mere formal and mechanical study of Cicero's Orations, 

MODERN FOREIGN LANGUAGES 

French, 

Three years of French are provided beginning with the second 
high school year and continued throughout the course five pe- 
riods a week. 

A large variety of classics in French is offered to meet the 
needs of individual schools, and afford an opportunity for choice 
in the selection of text. 

A ready speaking knowledge of the modem foreign lan- 
gTiage taught is an invaluable asset to the teacher. In French- 
speaking communities it is all the more necessary for the teacher 
of French to know the vernacular correctly. 

The paragraphs on aim of the instruction and work to de done 
are quoted from the Report of the Committee of Twelve, 

FRENCH. 
First Year French, 

Adopted text for the first year: Eraser and Squair's Shorter 
French Course (Heath & Co., Atlanta, or Hansell, New Orleans). 

Reader: Le Francais et sa Patrie by Talbot (B. H. Sanborn 
& Co., Chicago, or Hansell, New Orleans.) 



43 



The Work to Be Done. — During the first year the work should 
comprise : 

1. Careful drill in pronunciation. 

2. The rudiments of grammar, including the inflection of the 
regular and the more common irregular verbs, the plural nouns, 
the inflection of adjectives, participles and pronouns ; the use of 
personal pronouns, common adverbs, prepositions, and conjunc- 
tions; the order of words in the sentence, and the elementary 
rules of syntax. 

3. Abundant easy exercises, designed not only to fix in the 
memory the forms and principles of grammar, but also to culti- 
vate readiness in the reproduction of natural forms of expression. 

4. The reading of from 100 to 175 duodecimo pages of grad- 
uated texts, with constant practice in translating into French 
easy variations of the sentences read (the teacher giving the 
English) and in reproducing from memory sentences previously 
read. 

5. Writing French from dictation. 

Second Year French. 

Adopted Text for second and third years: Fraser and 
Squair's French Grammar (Heath & Co., Atlanta, or Hansell, 
New Orleans). 

During the second year the work should comprise : 

1. The reading of from 250 to 400 pages of easy modern prose 
in the form of stories, plays, or historical or biographical 
sketches. 

2. Constant practice, as in the previous year, in translating 
into French easy variations upon the texts read. 

3. Frequent abstracts, sometimes oral and sometimes written, 
of portions of the text already read. 

4. Writing French from dictation. 

5. Continued drill upon the rudiments of grammar, with con- 
stant application in the construction of sentences. 

6. Mastery of the forms and uses of pronouns, pronomial 
adjectives, of all but the rare irregular verb forms, and of the 
simpler uses of the conditional and subjunctive. 



44 



Glassies: 

Papot — Easy French Stories (Scott Foresman & Co., Chicago), 
Sicard — Easy French History (Scott Foresman & Co.). 
Benton — Easy French Plays (Scott Foresman & Co.). 
About — Le Roi des Montagnes (Heath & Co.). 
Bacon — Une Semaine a 'Paris (American Book Co.), 
Daudet (Super) — La Petit Chose (Heath & Co.). 
Foncin — Le Pays de France (American Book Co.), 
Guerber — Contes et Legendes (American Book Co.), 
Halevy (Logie) — L'Abbe Constantin (Heath & Co.). 
Hugo — Hernani; La Chute (American Book Co,). 
Labiche & Martin — Le Poudre aux Yeux (American Book 

Co,). 
Labiche & Martin — ^Le Voyage de M. Perrichon (Heath & Co.) , 
La Brete— Mon Oncle et Mon Cure (Heath & Co.), 
Merimee — Columba (American Book Co.), 
Sandeau — Mademoiselle de la Seigliere (American Book Co.), 

Third Year French. 

The Aim of Instruction. — At the end of the second year 
the pupil should be able to read at sight ordinary French 
prose or simple poetry, to translate into French a connected 
passage of English based on the text read, and to answer ques- 
tions involving a more thorough knowledge of syntax than is 
expected in the elementary course. 

The Work to Be Done. — This should comprise the reading of 
from 400 to 600 pages of French of ordinary difficulty, a portion 
to be in the dramatic form; constant practice in giving French 
paraphrases, abstracts or reproduction from memory of selected 
portions of the matter read ; the study of a grammar of moderate 
completeness; writing from dictation. 

Adopted Texts for Third Yedr Are: 

Fraser & Squair's French Grammar. Heath & Co., Atlanta. 
Classics: 

Augier and Sandeau — Le gendre de M. Poirier. (A. B. Co.) 

Corneille— Le Cid. (A. B. Co.) 

Daudet — Tartarin de Tarascon. (A. B. Co.) 

Dumas — Le Chevalier de Maison Rouge. (A. B, Co.) 

Fortier — Sept Grands Auteurs. 

Fortier — Le Historie de France (Macmillan & Co.). 



45 



Fortier — Napoleon. (Ginn & Co.) 

La Fontaine — Fables. (Ginn & Co.) 

LaFontaine — Douze Contes Nouveaux. (A. B. Co.) 

Healy — Comedie Classique. (A. B. Co.) 

Moliere — Lavare, le Bourgeois Gentilhomme. (A. B. Co.) 

Racine— Athalie. (H. & Co.) 

Madame Therese. (Ginn & Co.) 
Reference Books: 

James-Mole — French-English Dictionary. (Macmillan Co., 

Atlanta). 
Report of the Committee of Twelve of the Modem Language 

Association. (Heath & Co., Atlanta.) 
Lectures Primoires — By E. Touty, Troisieme Edition. 
Comptoir General de la Librarie Franeaise, 613 Royal street. 

New Orleans. 
Dixieme Livre de Grammaire — Claude Auge. 
Troisieme Livre de Grammaire — Claude Auge. 
The foregoing list is recommended for schools where teachers 
and pupils speak French. 

MATHEMATICS 

(We should like for every teacher of high school mathematics 
to have a copy of Schultze's The Teaching of Mathematics in 
Secondary Schools, published by Macmillan Company, Atlanta.) 
First Year. Algebra, five times a week. 
Text: Nicholson's School Algebra. 

If the time of the student will permit, a class in mental 
arithmetic (Brooks) may be organized during a por- 
tion of the first half of the first year. Of course, with- 
out unit value, as it is not strictly a high school subject. 
Second Year. Algebra, five times a week. 

Text: Nicholson's School Algebra. 
Third Year. Wentworth's Plane Geometry, five times a week. 
Fourth Year. Secondary Arithmetic (I/2 year). Solid Geometry 
(1/2 year). 
(A review in algebra for one-half year would be good for 
those students expecting to go to college. This would be with- 
out unit value. Schools that so desire may give one and one-half 



46 



years of algebra in the 8th and 9th grades and a half year in ad- 
vanced algebra in the 11th grade to complete two units in alge- 
bra.) 

ALGEBRA 

It is suggested that the teacher plan to conduct the work for 
the first month without a text in the hands of the pupil; two 
months of inductive study would be preferable. This plan 
has been tried for years in some of our best schools with 
admirable results. Students have a zest and a sense of accom- 
plishment not possible without this kind of inductive study. It 
is surprising how quickly the class will discover the real sig- 
nificance of signs, coefficients, exponents, equations, and the prin- 
ciples of the four fundamental operations. 

First few lessons might be as follows : 

1. Illustrate effect of plus and minus in addition with fig- 
ures only, 

4-5 —3 +6—10 +3 —5 +6 —2 

+ 2 —4 +4 —8 
+ 2 —4 —4 +7 +1 —6 —3 +6 



For the assignment, ask pupils to prepare ten or more exer- 
<jises for the next lesson. I would have these neatly folded in 
uniform length (say three by six inches) and endorsed in the 
same way on the back. This will enable the teacher to gather 
the papers in a neat package and bind by rubber band. 

2. The next step should be to illustrate the same with letters. 
+ 7a —10b —2c +5x 

+ 3a + 8b — 3c + 8x etc. 

+ 6c — 9x 



For other lessons, let pupils bring in suitable exercises until 
it is seen they are ready for another step. 
3. For next step exercises as follows : 

(l)+3a + 2b (2)+ 7b — 12c (3)+12x + 15y 
+ 4a — 5b — 10b + 10c — 8x— 5y etc. 



Further exercises as needed to be prepared by pupils. 



47 



4. For next step, exercises as follows : 

(1) + 4abc (2) + 2xy (3) + 14ac 

-)- 7abc — 8xy — 15ac etc. 

— 8abc +3xy + 7ac 



Additional exercises as needed to secure comprehension and 
readiness. 

5. When sufficient work of this kind has been had in addi- 
tion, take up subtraction. 

+ 10 —12 +3 —4 

-i-S — 7 — 2 +2 etc. 



Additional exercises as needed. 

6. Subtraction. — See 2. using letters. 

7. Subtraction. — See (3). using binomials. 

8. See (4) (using but two monomials, of course). 

9. Next develop significance of the exponent, illustrating at 
the board that it represents the number of factors of the same 
kind, as : 

a X a (two factors of the same kind) = a-. 

a X a X a (three factors of the same kind)= a^. 

X X X X X = x^. 

b X b X b X b = b^ 

a- (two factors) X a^ (three factors) = a^. 

b^x b-= b^ 

x^ X x^ ^ x*^ (six factors). 

Additional exercises as needed. 

10. From (9) it is an easy step to multiplication where co- 
efficient and exponent are used. (All numbers positive.) 

4aX5a = 4X5XaXa = 20a- 
6c X 3c = 6 X 3 X c X c = 18 c^ 
7x X 5x = 35 X- 
4a2 X 3a3= 12 a' etc. 

Additional exercises as needed. 

11. (Board work by teacher.) 

aXb = ab; bXc = bc; xXy = xy 

ab X c = abc ; ac X b = abc ; ax X be = abcx, etc. 

12. (Board work by teacher.) 



48 



2 ab X 3 a = 6 a=^b ; 4ab X 3b = 12 ab- ; 7a X 4bc = 28 abc, 

etc. 

13. Conduct a review on signs along lines of earlier exercises 

preparatory to taking up the matter of signs in multiplication. 

Prepare yourself thoroughly to teach the principle of signs in 

multiplication. 



For further inductive lessons the teacher might follow the 
order of topics in the book, adapting the work to suit his needs. 



Note. — It is suggested that pupils make the horizontal part 
of the plus sign first and then the perpendicular line. The rea- 
son should be obvious. 

It is not good policy to allow sign of subtrahend to be changed 
in performing subtraction. A number should have its original 
sign. 

As far as possible, avoid marring numbers by crossing them 
out. 

GEOMETRY 

First Term. Books I, II. 

Second Term. Books III, IV, and V. 

Exercises or ' ' Originals. ' ' 

Amount. — About 50%. (Vary this to suit the needs of the 
class.) 

Time. — The best practice seems to be to make use of exer- 
cises similar to the main proposition before proceeding to other 
theorems rather than to defer them until the set propositions in 
the book have all been had. The more difficult exercises might 
be left for a review, or left out altogether. It certainly would 
not be good to assign originals the teacher knows beforehand 
are too difficult for the class to solve. The several pages of exer- 
cises beginning on page 241 contain material suitable for use in 
connection with propositions throughout the book under the 
careful selection of the teacher. 

Suggestions. 

(a) Insist on neat figures. 

(b) Make the problem as real as possible. 



49 



(c) Illustrate by calling attention to similar geometrical 
forms of a concrete nature. 

(d) Be sure that all students have the correct idea as to the 
fact or principle to be established. 

(e) Do not hurry from one proposition to another. Let more 
than one person demonstrate the same proposition, probably 
varying the letters or the position of the figure. 

(f) Have constant review. 

(g) Eigor — While the teacher is to insist upon exactness in 
thinking and accuracy in expression in mathematics, it is possi- 
ble in geometry to carry this rigor too far with students of sec- 
ondary grade. It should not be carried to the extent of bewil- 
dering the student and rendering the subject unintelligible. Such 
a course often leads to discouragement in the beginning of this 
subject. The rigor insisted upon is frequently nothing more 
than the slavish following of the textbook and, to accomplish 
that, pupils will be encouraged to commit the proofs to memory, 
when they can present the appearance of knowing without doing 
any exact thinking. 

The following is taken from the National Committee of Fif- 
teen on Geometry Syllabus (N. E. A.), July, 1912.* 

(a) Increasing Nvmher of Exercises. — There has been a 
growing tendency in the last two decades to increase abnormally 
the number of exercises to be considered by each pupil under the 
following heads: (1) long lists of additional theorems (beyond 
the full set usually given in the texts) ; (2) long lists of prob- 
lems of construction having at best remote connection with any 
uses of geometry within reach of the ordinary high-school pupil ; 
(3) long lists of numerical exercises given in the abstract, that 
is, unrelated to any concrete situation familiar to the pupil or 
aroQsing his interest. 

To give a single illustration : 

(1) The squares of two chords drawn from the same point 

in a circle have the same ratio as the projections of the 
chords on the diameter drawn from the same point. 

(2) To construct a triangle, having given the perimeter, one 

angle, and the altitude from the vertex of the given 
angle, 

*We suggest that a copy of this report be secured. Write to D. W. 
Springer, Secretary N. E. A., Ann Arbor, Mich. 



50 



(3) Through a point P in the side AB of the triangle ABC, 
a line is drawn parallel to BC so as to divide the tri- 
angle into two equivalent parts. Find the value of AP 
in terms of AB. 

(b) Distribution of Exercises. — It is recommended that there 
should be treated in connection with each theorem such imme- 
diate concrete questions and applications as are available, and 
especially early in the course should such theorems be given as 
easily lend themselves to this class of exercise. 

For example, in a treatment in which the theorems on con- 
gruence of triangles are placed clearly, there is the opportunity 
to bring in at once the simplest schemes for indirect measurement 
of heights and distances. Then later as similarity of triangles 
is taken up, there is the chance to recur to the same problems 
and let the pupil see how the principle adds power and facility 
in making indirect measurements. There is thus a progressive 
development in the facility for solving cdncrete problems along 
with the theory. 

The principle can be carried out in many different lines. 
For example, in connection with triangles, circles, and squares, 
there are many applications immediately available and easily 
found in tile patterns, window tracery, grillwork, etc. 

However, only the simplest uses of the theorems can be 
shown in the immediate connection, both bcQause .of the space 
occupied by them and the danger of interrupting the theorems 
by too many exercises thrown in between them, and also because 
most of these applications make use of various different tlieo- 
rems, and hence must come after certain groups of theorems, thus 
making necessary occasional lists of problems and applications 
scattered through the various books, as well as sets of review 
exercises at the end of each book. 

On the basis of distribution we have all extremes in the va- 
rious texts, including: (1) the purely logical presentation, that 
is, the continuous chain of theorems with practically no applica- 
tions in concrete setting in connection with them and olmost 
none at the end of the book; (2) the same as the foregoing ex- 
cept that the long sets of exercises are placed at the end of each 
book, where they loom up before the pupil as great tasks to be 
ground through, if, indeed, they are not omitted altogether; 



51 



(3) the psychological presentation in which the most difficu't 
exercises are either postponed to a later part of the course or 
are omitted altogether, and the easier ones are brought into more 
immediate connection with the theorems to which they are re- 
lated. 

The time and space made available by the third method of 
presentation provide an opportunity for the pupil to gain some 
acquaintance with the uses of the theorems as he proceeds and 
to become genuinely interested in the development of the sub- 
ject. The committee strongly recommends this latter method of 
presentation. -In expressing its disapproval of method (2), it 
is not to be understood that the committee objects to any text- 
book because it offers a large number of exercises, placed at the 
end of each book, from which the teacher is to make selections. 
The objection to (2) should be clear from reading (3) which 
the committee approves. 

The ideal treatment would seem to be : (1) to make a prop- 
osition appeal to the pupil as reasonable by simple illustrations, 
after which should follow the deductive proof; (2) to apply the 
theorem to more difficult situations, involving problems which 
the pupil regards as interesting and worth while. It is recog- 
nized that this ideal cannot be attained with reference to all the 
theorems of geometiy but it is helieved that it can be attained 
in very many cases; and, wherever this is possible, great inter- 
est and incentive are given to the pupil.. 

As a matter of fact, familiarity with the elementary truths 
pertaining to angles, parallelograms, and circles, when consist- 
ently tried out and seasoned by applications to numerous com- 
paratively simple and interesting geometric forms suggested by 
figures which abound in concrete setting on every hand within 
reach of all, is usually of more value to the average pupil (and 
even to the better pupils) than is the stndy of a larger 
number of abstract theorems or problems through which they 
are often forced. Nevertheless, for the benefit of the brighter 
pupils, it is desirable that a few comparatively difficult problems 
be given, especially at the end of the various books, or in a 
supplementary list. 



52 

SOLID GEOMETRY, SECONDARY ARITHMETIC, 
TRIGONOMETRY, REVIEW IN ALGEBRA 

These are not required subjects, but are optional in the 11th 
grade for a half year each ; though tliis algebra is without unit 
value for those students that have had two years of algebra in the 
8th and 9th grades. For students not going to college solid geom- 
etry and secondary arithmetic would doubtless be desirable, 
while for those going to college we would suggest secondary 
arithmetic and a review in algebra, or a half year of advanced 
algebra. 

In secondary arithmetic emphasis should be placed on the 
principles involved in all the main subdivisions of the subject, 
limiting the number of problems assigned so as to make this 
possible. 

It is recommended that the teacher have a desk copy of 
Stone-Millis' Secondary Arithmetic, B. H. Sanborn & Co., Chi- 
cago. 

Reference Books. 

1. Young. The Teaching of Mathematics. 

Longmans, Green & Co., New York. 

2. Smith. The Teaching of Elementary Mathematics. 

The Macmillan Co., New York. 

3. De Morgan. On the Study and Difficulties of Mathemat- 

ics. Open Court, Chicago. 

4. Castle. Manual of Practical Mathematics. 

The Macmillan Co., New York. 

5. Row. Geometric Paper Folding. 

Open Court, Chicago. 

6. Report of the American Mathematics Society, Sept., 1902. 

Mathematical Gazette. (Can be had from Baker, Tay- 
lor & Co., New York.) 

7. Report of the Committee of Ten. 

American Book Co., Cincinnati. 

8. Young & Jackson's Algebra. 

D. Appleton & Co., Chicago. 

9. The Teaching of Mathematics in Secondary Schools by 

Schultze. Macmillan Company, Atlanta. 



53 

SCIENCE 

It has been stated in another place in this course of study 
that two units in science (one a biological and the other a phys- 
ical science) are required for graduation from a State Approved 
High School. "While this minimum of science is permitted, it 
does not follow that the schools ought to encourage this brief 
treatment of so large a field of knowledge — a field that furnishes 
rich material both of practical value in this modern life and of 
peculiar educational value. Science properly taught by a com- 
petent teacher should 

1. Develop the scientific attitude of mind ; 

2. Develop a spirit of inquiry; 

3. Demand a close connection between cause and effect; 

4. Keep close to the facts; 

5. Employ analysis and the laboratory method of investi- 

gation ; 

6. Lead to constructive and original thinking, where refer- 

ence is to ascertained fact and not opinion. 

It would seem desirable to have all pupils pursue the same 
science course during the first two years of the high school ; and 
such a course, considering the teachers, equipment, other sub- 
jects, and the needs of the pupil, would logically deal with ''the 
physical environment, plants, animals, and man." This would 
give a half year to each of the following subjects and in the order 
named: physical geography, botany, zoology, and physiology. 

In a sense this would be "general science", but it would 
contain definite units of well organized matter, and each unit 
would leave the pupil with a coherent system. Furthermore, 
the sequence conforms to a natural evolution from matter to life 
in plant, in animal, and in man, and the whole would thus pre- 
sent a larger coherent system. 

System. — ^With any unit left out, both the system and the 
pupil suffer; the system, because incomplete and to that extent 
less intelligible; and the pupil, because both its practical and 
educational needs have to that extent been denied. 

It would be proper for the faculty of any particular school to 
decide that all pupils would take the same science work for the 



54 

first two years without regard to what particular course they 
are pursuing. In this case the matter of "election" would rest 
with the school rather than with the pupil. 

PHYSICAL GEOGRAPHY 

Text: Tarr's New Physical Geography (Macmillan & Company, 
Dallas and Atlanta). 

This subject forms a natural transition from ordinary geog- 
raphy to high school science, and may well constitute the intro- 
ductory part of science. It discusses facts and principles in 
connection with man's environment, and offers an opportunity 
to utilize knowledge already acquired from various sources, but 
which has not, to a great extent, been systematized. It offers 
also by reference to local facts a basis for interpreting the facts 
and principles that apply in distant parts of the earth. 

The student ought not to be confined to what is found in the 
text. He ought to be encouraged and led to use his own powers 
of observation and discrimination. He should not be expected 
merely to commit to memory the conclusions that have been 
reached by the scientist, but should have, as far as possible, con- 
tact with the concrete facts that have guided the scientist in 
reaching his conclusions. To promote 

Field and Laboratory investigations, we urge teachers to 
secure a copy of a pamphlet or manual of physical geography, 
which has been prepared for Louisiana schools by Dr. F. V. Em- 
erson, professor of geology at the Louisiana State University. 
This pamphlet is being printed by the University for free dis- 
tribution and can be had by making application to the president 
of the Louisiana State University, Baton Rouge, La., or direct 
from this office. The pamphlet has been prepared at the sugges- 
tion of the high school inspector, who has looked over the manu- 
script, and he believes it will be of great assistance to the teacher 
of physical geography. 

BOTANY. 

Adopted Text: Andrew's Botany All the Year Round. 
The topics and experiments selected should be the most typ- 
ical. 



55 

The method of keeping note-books, making observations, and 
performing experiments is similar to the method of laboratory 
work in the other inductive sciences. Each experiment will nat- 
urally submit to complete explanation under the four heads: 
(1) Object; (2) description of experiment and drawing of ap- 
paratus and plant or parts of plans ; (3) results; (4) conclusion. 

The records made in the laboratory will furnish the basis for 
the complete notes to be written up afterwards. ( If possible have 
complete notes written up during laboratory period.) Teachers 
and pupils will find the loose-leaf note-book most convenient. It 
will permit any necessary insertions and the teacher can keep 
the notes of all pupils checked up to date. The work in drawing 
should be correlative with botany by having pupils make accu- 
rate graphic sketches of botanical forms. 

SUGGESTIVE FORM FOR WRITING OUT EXPERIMENT, 

For a model experiment we may take the first one given by 
the author on page 15. 

Object: To determine whether or not leaves give off moisture. 

Method: "Dry two self -sealing jars thoroughly, by holding 
them over a stove or a lighted lamp for a short time to prevent 
their 'sweating.' Place in one a freshly cut leafy sprig of any 
kind, leaving the other empty. Seal both jars and set them in the 
shade. Place beside them, but without covering of any kind, a 
twig similar to the one in the jar. Both twigs should have been 
cut at the same time, and their cut ends covered with wax or 
vaseline, to prevent access of air. At the end of six or eight 
hours, look to see if there is any moisture deposited on the inside 
of the jar. If there is none, set them both in a refrigerator or 
other cool place for half an hour, and then examine them again. ' ' 

Results: In the jar containing the leafy sprig there is a de- 
posit of dew inside the glass, while there is none in the empty 
jar (or at least it is smaller). The leaves inside the jar are only 
moderately wilted, while those outside are very badly wilted and 
withered. 

Conclusion: (1) Moisture is evaporated from leaves. (2) 
The amount of moisture given off depends upon the amount of 
moisture in the surrounding air, being less in the jar, w^here the 
air sooner becomes saturated than in the open air, where the 



56 

breezes keep replacing the air continually, so that it has no oppor- 
tunity to become loaded with moisture. 

The general principles of anatomy, morphology, physiology, 
and taxonomy of plants should emerge from the study of botany. 
It is not possible nor desirable to separate these divisions of the 
subject in the complete treatment of any one. 

In the study of the subject follow the order of plant develop- 
ment. Begin with "seeds and seedlings," page 87, completing 
Chapter IV, then go back to Chapter II and follow the order 
given in the book except that Chapter III should follow Chapter 
VII or accompany it. 

The teacher will find that the different subdivisions of physi- 
ology are taken up in connection with the parts of the plant in 
which these phenomena are most apparent. Thus, for example, 
transpiration, respiration, and photosynthesis are taken up in 
connection with the study of the leaf in Chapter II although 
all these phenomena are found in all green parts of all green 
plants. 

Study modifications of parts of plants for special functions, 
the methods of propagation, dissemination, cross-pollination, etc. 

Some attention should be given to the classification of plants 
into families, genera, and species. Pupils should be led to recog- 
nize the important groups of plants : Algae, fungi, lichens, bryo- 
phytes, pteriodophytes, gymnosperms, and angiosperms. 

Ten experimental dealings with an intensive study of the 
seed, root, shoot, bud, flower, and fruit constitute the minimum 
requirements, but no school is limited to this number. 

Small magnifiers, dissecting needles, forceps, and scalpels are 
the most necessary parts of a student's outfit. A compound mi- 
croscope and a more elaborate set of instruments are of use to 
the teacher and should be made use of in order to show the pupils 
some of the structures mentioned in the text. See pages 12 and 
13 in text for other appliances. 

Wherever possible, the student should be given field work in 
botany to a;ccompany experiments made in boxes kept in the 
schoolroom. To supplement the text, especially in the experi- 
mental work, teachers are referred to the pamphlet on agricul- 
tural botany. 



57 



For an extended list of helpful reference books, see page 289 
and the pages following. 

1. Lloyd & Bigelow's The Teaching of Biology. 

Longmans, Green & Co., New York, N. Y. 

2. Hodge's Nature Study and Life. 

Ginn & Co., Atlanta, Ga. 

3. Coulter's Text-Book of Botany for Secondary Schools. 

Appleton & Co., Chicago, 111. 

4. Strasburger, Noll, Schenk and Karsten's Text-Book of 

Botany. Macmillan & Co., New York, N. Y. 

5. Small Flora of the Southwestern United States. 

J. K. Small (N. Y. Bot. Garden), New York, N. Y. 

6. Bergen's Text-Book of Botany. 

Ginn & Co., Atlanta, Ga. 

MICROSCOPE. 

The microscope may be used in the study of root-hair, starch, 
stomata, and the structure of various minute parts of the plant, 
as well as in the examination of plant cells, algae,etc. 

Suggestive Experiments and Exercises in Botany. 

SEEDS. 

1. Testing the vitality of seeds. 2. Study of seed structure: 
bean, corn, cotton. 3. Testing seeds for starch, proteids, fats, and 
oils. 4. Proportion of liquids, gases, and solids in seeds. 5. Com- 
position of starch. 

germination. 
1. Time required for germination of different kinds of seeds. 
2. Germinating seeds give off CO^ and heat. 3. Pressure of gas 
in sprouting seed. 4. Amount of moisture requisite for germ- 
ination. 5. Study of parts of germinating seed. 

SEEDLING. 

1. Seedling of monocotyledon and dicotyledon. 2. Direction 
and rate of plant growth; geotropism. 

ROOTS. 

1. Roots shun light and seek water. 2. Drainage aids plant 
growth. 3. Roots take up food in solution. 4. Osmosis and os- 



58 

motic pressure. 5. Structure of various kinds of roots, 6. Method 
of growth of roots. 7. Form and function of root hairs. 8. 
(Jourse of sap through roots. 

STEMS. 

1. The structure of various kinds of stems. 2. The course 
of sap through stems. 3. Percent of carbon in a tree. 4. Struc- 
ture and growth of buds. 5. Modes of branching. 6. Woody 
growth, function, and structure. 

LEAVES. 

1. Transpiration of leaves, and study of stomata. 2. Leaves 
purify the atmosphere. 3. Heliotropism. 4. Photosynthesis, 
chlorophyll and starch. 5. Venation and leaf structure. 6. 
Adjustment for light and air. 7. The parts of the leaf. 

FLOWERS. 

1. The parts of the flower. 2. Comparison of typical flowers. 
3. Pollination. 4. Cross fertilization. 

FRUIT. 

1. The uses of the rind. 2. Examination and comparison of 
(a) pome, (b) pepo, (c) berry, (d) drupe. 3. Seed dispersal. 

ZOOLOGY, INCLUDING HUMAN PHYSIOLOGY 

Text-Boolis: Herrick's Text-Book in 'General Zoology and 
Ritchie's Human Physiology. 

Zoology. 
The general principles of zoology should be derived from the 
study of the typical animal families found in the locality of the 
school and neighborhood. Make an intensive study of the best 
and most available representative types peculiar to the locality. 
The choice of these types should be distributed among different 
classes of protoza, porifera, coelenterata, annulata, echinoderms, 
mollusca, insects, fishes, amphibia, reptiles, hirds, and mammals. 
In nearly every instance where the example selected in the text 
is not available, it will not be difficult to find another specimen 
belonging to the same class. The type studied should become the 
basis for classifying all forms belonging to the same family. 



59 

Habits of life, adaptation to environment, and the economic 
value of different forms of animal life should be studied. 

There should be an intensive study of the physiology, includ- 
ing human physiology, of the types selected, involving the essen- 
tials of digestion, absorption, circulation, respiration, secretion, 
excretion, nervous function, and cell-metabolism. The physiology 
of the lower forms of animal life will prepare the pupil for a 
better understanding of human physiology. 

At least half of the time devoted to the study of zoology 
should consist of practical laboratory exercises. The note-books 
written up should contain outline drawings of the chief struc- 
tures studied and full explanations of the drawings and the ex- 
periments made. The work in drawing for the second high 
school year is planned with special reference to aid the work in 
zoology. (See syllabus in drawing for second high school year.) 

A minimum of fifteen exercises or experiments is required 
for the note-books to be submitted. Herrick 's Laboratory Manual 
in Zoology is recommended to teachers as the guide-book for the 
laboratory work in zoology. The equipment in zoology is similar 
to the equipment in botany. See syllabus in botany. 

Physiology. 

The course in physiology is intended to make the pupil famil- 
iar with the general physiology of the human body and to ac- 
quaint him especially with importance of proper food, clothing, 
ventilation, and sanitation. 

Ten experiments taken from Brinkley 's Physiology for High 
Schools, Overton's Advanced Physiology for High Schools, or 
some other text-book offering experiments in physiology are re- 
quired. 

REFERENCES. 

1. Lloyd & Bigelow's Teaching of Biology. 

Longman 's Green & Co., New York, N. Y, 

2. Brinkley 's Physiology for High Schools. 

Ainsworth & Co., Chicago, 111. 

3. Herrick 's Laboratory Manual in Zoology. 

American Book Co., Cincinnati, Ohio. 



60 

4. Overton 's Advanced Physiology for High Schools. 
American Book Co., Cincinnati, Ohio. 

Suggestive Exercises in Zoology. 
1. The compound microscope. 2. One-celled animals. 'S. 
Functions of Organs. 4. Adaptation of organs. 5. How fish 
breathe. 6. A hen's egg. 7. Metamorphosis of mosquito, frog, 
butterfly. 8. Struggle for existence. 9. Comparison of specimens. 
10. Circulation in frog's foot. 



SPECIMENS FOR EXAMINATION. 



AmcBba 


Dragon fly 


Paramecium 


Squash bug 


Sponge 


Moth 


Campanularian hydroid 


Housefly 


Sea anemone 


Mosquito 


Jelly fish 


Beetle 


Tapeworm 


Boll Weevil 


Earthworm 


Bee 


Starfish 


Ant 


River mussel 


Wasp 


Clam 


Corn weevil 


Oyster 


Cane borer 


Snail 


Perch 


Squid 


Catfish 


Slug 


Frog 


Crayfish 


Toad 


Shrimp 


Salamander 


Crab 


Lizard 


Scorpion 


Garter snake 


Cattle tick 


Turtle 


Spider 


English Sparrow 


Tarantula 


Quail 


Centipede 


Pigeon 


Milliped 


Rabbit 


Grasshopper 


Rat 


Cabbage butterfly 


Bat 


Cricket 


Squirrel 


Cockroach 





Suggestive Exercises in Physiology, 
bones. 
1. Materials in bones. 2. Structure of bones. 3. Shape and 
function of bones. 4. Arches of foot and spine. 5. The skeleton." 
6. Articulation of bones. 



61 



MUSCLES. 

1. Muscular tissue. 2. Tendons and ligaments. 3. Use and 
attachment of muscles in a bird's leg. 4. Levers in the body. 

FOOD. 

1. Oxidation and energy (Appendix). 2. Comparison of nu- 
tritive value of foods (Appendix). 3. Effect of bacteria on 
foods. 

DIGESTION. 

1. Why food must be digested. 2. Artificial digestion. 3. 

Study of alimentary canal of an animal. 4. An emulsion. 5. 

Diffusion. 6. Action of the saliva and teeth. 7. Effect of 
alcohol. 

CIRCULATORY SYSTEM. 

1. Study of beef heart. 2. Microscopic examination of blood. 
3. Circulation in frog's foot. 4. Flow of blood in blood vessels 
{p. 159). 5. Coagulation. 6. Diagram to show circulation. 

RESPIRATORY SYSTEM. 

1. Structure of lungs (beef). 2. Capacity of lungs (chest ex- 
pansion). 3. Chemical changes in respiration (test). 4. Prin- 
ciples of ventilation. 5. Air capacity of schoolroom. 

THE KIDNEYS, SKIN, AND BODY HEAT. 

1. The kidneys (animal). 2. The structure of the skin to 
perform its functions. 3. Body heat — clothing, exercise, per- 
spiration. 

NERVOUS SYSTEM. 

1. Study of brain (beef). 2. Spinal cord and nerve fibre, 
o. Reflex action. 

SPECIAL SENSES. 

1. Structure of the eye. 2. Structure of the ears. 3. Taste 
on different parts of tongue. 4. Testing the senses for keenness 
and accuracy. 

ACCIDENTS AND DISEASES. 

1. Study of the pulse. 2. To revive a person apparently 
drowned. 3. Prevention of spread of disease germs. 4. Test 
purity of water. 5. The hookworm. 6. Tuberculosis. 



62 



PHYSICS 

Adopted Text-Book: Grorton's Physics. 

The course in physics extends through the third or fourth 
year of the high school, five periods a week. At least two of 
these periods should be double periods to be used for individual 
experiments. Two periods may profitably be devoted to regular 
class-room recitation on assigned lessons and on results in labora- 
tory experiments. The equivalent of one period a week should 
be given to experimental demonstrations by the instructor. Lan- 
tern slides may be used to good advantage in many of such dem- 
onstrations. 

Suggestions. 

original observations 

1. Each pupil should be required to keep a blank note-book 
in which to record all original observations at the time when they 
are taken. This book should be used for no other purpose what- 
soever. 

2. The pupil should be required to record all original obser- 
vations neatly, accurately and completely. A strict observance 
of this rule will save the pupil much time, trouble and annoy- 
ance in preparation of the written report. 

THE VVTRITTEN REPORT. 

The written report is, of course, based upon the record of 
the original observations. It should be written in ink and incor- 
porated in a plain, loose-leaf note-book. Care should be taken 
to have the pupil write it in clear, correct, and concise English. 
Drawings and diagrams should be neatly and carefully made. 
All observations and derived results should be tabulated when 
possible. 

The report should contain the following: 

1. The name of the school in the upper left-hand corner of 
the page, the name of the pupil and the date of the experiment 
in the upper right-hand corner of the page and the heading and 
number of the experiment at the middle near the top of the page. 

The experiment should be carefully headed by one of the five 
general heads of experiments — heat, light, sound, mechanics. 



63 

electricity — and numbered under each head in the order the ex- 
periments are to occur in the note-book. Thirty-five standard 
experiments selected from the five general heads are required. 

2. A clear and concise statement of the object of the expe- 
riment. 

3. Method of performing the experiment, including descrip- 
tion of apparatus used, and an explanation of drawing showing 
connections and arrangement of apparatus. 

4. Observations, computations, and results. 

5. Conclusions. 

The heading, object of the experiment, and method should be 
written on the left-hand page of the report. Observations, com- 
putations, results, and conclusions should be written out in full 
on the right-hand page. 

SUGGESTIVE FORM OF EXPERIMENT, 

High School Melville Burnette, 

Physics Laboratory. Oct. 20, 1916. 

]\Iechanics and Hydrostatics. 

Experiment 1. 

Object: The object of this experiment is to determine the 
relation between the pressure and volume of a given mass of 
air at constant temperature. 

MetJiod: The apparatus used is shown in the accompanying 
drawing. It is a glass tube of uniform bore, bent in the form of 
the letter "U." It is provided with funnels at A and B. There 
is a stop-cock at a and one at the bottom of the U-tube. Mounted 
on the same board with the U-tube is a scale between the arms A 
and B. This scale reads to millimeters. A full description of 
this piece of apparatus may be found by referring to pages 149 
and 150 of Gorton's A High School Course in Physics. 

Leaving stop-cock "a" open, mercury was poured until some 
convenient length of air column was obtained. The stop-cock 
was then closed, more mercury was added and the reading on 
both A and B were taken. Continuing this process of adding 
mercury and taking readings, a suitable number of readings were 
recorded. These are shown in the table of original observations. 
The barometer reading was carefully taken and recorded, also 
the reading of the stop-cock " a. " The temperature of the room 



64 



was observed to remain constant during the performance of the 
experiment. The lengths of the air column were obtained in each 
case by subtracting the corresponding reading of the mercury- 
levels in arm ''B" from the readings of the stop-cock "a," The 
bore of the tube being of uniform cross-section, the volume of air 
is equal to the length of the air column times the area of cross- 
section of the bore, a. 

The total pressure, expressed in cm. of mercury, for any ob- 
servation is equal to the barometer reading plus the difference 
of mercury levels for that observation. The actual unit pressure 
is equal to the total pressure expressed in cm. of mercury, times 
the density of mercury, d. 

The difference of mercury levels is obtained by subtracting 
the reading of arm " B " from the reading of arm " A. " 

The (PxV) column is gotten by multiplying the actual total 
pressure by the volume of air. 

Result: 

Original Observations. 





Mercury 


Mercury- 




Mercury 


Mercury 


Obs. No. 


Level in 


Level in 


Ob3. No. 


Level in 


Level in 




A Cms. 


BCms. 




A Cms. 


BCms. 


1 


92.85 


88.58 


7 


127.85 


91.78 


2 


97.85 


89.17 


8 


132.85 


92.12 


3 


102.85 


89.71 


9 


139.85 


92.55 


4 1 


108.85 


90.27 


10 


146.85 


92.90 


5 


115.95 


90.88 


11 


154.85 


93.30 


6 


120.85 


91.31 1 

1 









Barometer Reading=76.13. cms. Reading of stop-cock=100 



ems. 







Computation 


AND ReSUI.TS. 




Obs. 


Length 


Volume 


Difference in 


Total Pres- 


Actual 




No. 


of Air 


of Air 


Mercury 


sure in Cms. 


Total Unit 


PxV 




Column 


Column 


Levels 


of Mercury 


Pressure 




1 


11.42 


1 11.42a 


1 

I 4.27 


80.40 


80.40d 


918.1680ad 


2 


10.83 


1 10.83a 


1 8.68 


84.81 


84.81d 


918.4923ad 


3 


10.29 


1 10.29a 


1 13.14 


89.27 


89.27d 


918.5883ad 


4 


9.73 


1 9.73a 


1 18.58 


94.71 


94.71d 


921.5283ad 


5 


9.12 


9.12a 


25.07 


101.20 


101. 20d 


922.9440ad 


6 


8.69 


8.69a 


29.54 


105.67 


105. 67d 


91S.2723ad 


7 


8.22 


1 8.22a 


1 36.07 


112.20 


112. 20d 


922.2S40ad 


8 


7.88 


7.88a 


1 40.73 


116.86 


116. 86d 


920.7780ad 


9 


7.45 


7.45a 


1 47.30 


123.43 


123.43d 


919.5535ad 


10 


7.10 


1 7.10a 


1 53.95 


130.08 


130.08d 


923.5680ad 


11 


6.70 


1 6.70a 
1 


1 61.55 

1 


137.68 


137.68d 


922.4560ad 



65 

Let a — area of cross-section of bore of U-tube, d = density 
of mercury 

Conclusion: From the column marked (PxV) under the head 
"Computation and Results," it will be observed that, while the 
pressures times their corresponding volumes are not exactly con- 
stant, they differ very little. The differences are no doubt due 
to errors of observation. They seem to justify the conclusion that 
the volume of a given mass of air at constant temperature varies 
inversely as its pressure. Expressed mathematically : 
V : V : : P' : P, or PV, equals Constant. 

This is known as Boyle 's Law. 

Curve Plotted: Each point of the curve is gotten in the fol- 
lowing manner : 

Go out along the horizontal axis until the reading of a cer- 
tain pressure is obtained ; from this point go up vertically until 
the point corresponding to the volume reading for this particu- 
lar observation is reached. Make a fine dot at this point and 
draw a small circle around it. After all the points are obtained^ 
draw a smooth curve passing as nearly as possible through each 
point. 

The curve furnishes a complete history of the relation be- 
tween pressure and volume at any point within the limits of the 
experiment. That is, should it be desired to know the volume 
when the pressure is 1,000 mm., one has only to refer to the 
curve at the point where "P" is 1,000 and read the correspond- 
ing volume, which is in this ease approximately 92.18 mm. 

Sixty experiments, selected from the five parts, heat, light, 
sound, electricity, and mechanics, are offered as suggestive. The 
THIRTY-FIVE EXPERIMENTS required may be selected from this 
group, from another group equally comprehensive, or from the 
list suggested by the College Entrance Examination Board, Post 
Office sub-station No. 84, New York, N. Y. 

Note-books in any of the inductive sciences are not to be sub- 
mitted to the State Department of Education for approval unless 
called for. 

LIST OF EXPERIMENTS IN PHYSICS. 

1. Experimental determination of II. 

2. Determination of the volume of a cylinder. 



66 

3. Determination of the density of steel spheres. 

4. Density of air. 

5. Compressibility of air; Boyle's law. 

6. Lifting effect of water upon a body entirely immersed in it. 

7. Specific gravity of a solid body that will sink in water. 

8. Specific gravity of a block of wood by the use of a sinker. 

9. Weight of water displaced by a floating body. 

10. Specific gravity by flotation method. 

11. Specific gravity of a liquid ; two methods. 

12. Use of manometers. 

13. Linear expansion of a solid. 

14. Testing of a mercury thermometer. 

15. Increase of pressure of gas heated at constant volume. 

16. Determination of the dew point. 

17. Increase of volume of gas heated at constant pressure. 

18. Specific heat of metals. 

19. Latent heat of melting. 

20. Latent heat of vaporization. 

21. Velocity of sound in air. 

22. Number of vibrations of a tuning fork. 

23. Wave length of sound in air. 

24. Law of reflection from plane min-ors. 

25. Index of refraction of glass. 

26. Index of refraction of water. 

27. Path of a beam of light through a prism. 

28. Dispersion. 

29. Focal length of a converging lens. 

30. Image in a plane mirror. 

31. Conjugate foci of a lens. 

32. Shape and size of a real image formed in a lens. 

33. Virtual image formed by a lens. 

34. Magnifying power of a simple lens. 

35. Use of photometer. 

36. Lines of force near a bar magnet. 

37. Lines of force near a certain combination of horse-shoe mag- 

nets. 

38. Molecular nature of magnetism. 

39. Study of a single-fluid cell. , 

40. Study of a two-fluid cell. 



67 



41. Lines of force about a galvanoscope. 

42. Magnetic effect of a current. 

43. Magnetic effect of a coil carrying a current. 

44. Electromotive force. 

45. Ohm's Law. 

46. Resistance of wires by substitution. 

47. Resistance by Wheatstone bridge. 

48. Battery resistance. 

49. Induced currents. 

50. Electrolysis electroplating. 

51. Putting together the parts of a telegraph key and sounder. 

52. Putting together the parts of a small motor. 

53. Putting together the parts of a small generator. 

54. Elasticity ; stretching. 

55. Elasticity ; bending ; effect of varying loads. 

56. Elasticity ; bending ; effect of varying dimensions. 

57. Resultant of two or more forces. 

58. The principles of moments. 

59. The principles of work. 

60. The laws of the pendulum. 

61. Comparison of masses by acceleration. 

REFERENCES. 

1. Smith & Hall's Teaching of Chemistry and Physics. 

Longmans, Green & Co., New York, N, Y. 

2. Milliken and Gale's Laboratory IManual in Physics. 

Ginn & Co., Atlanta. 

3. Hoadley's Brief Course in Physics. 

American Book Co., Cincinnati, Ohio. 

4. Carhart & Chute's High School Physics. 

Allyn & Bacon, Chicago, 111. 

5. Hoadley's Laboratory Handbook. 

American Book Co., Cincinnati, Ohio. 

6. Cheston-Dean-Timmerman Laboratory Manual of Physics. 

American Book Co., Cincinnati, Ohio. 

CHEMISTRY 

Text: Hessler & Smith's Essentials of Chemistry. 

The course in chemistry provides for one year of work in the 



68 

subject, the third or fourth year in the high school. Five regular 
periods are to be given to chemistry every week and two of these 
are to be double periods for individual laboratory work. 

The three periods not devoted to individual laboratory work 
are intended for recitations based on laboratory work, on related 
portions of adopted text, and on demonstrations of experiments 
performed by instructor. The equivalent of at least one period 
a week should be given to experiments performed by instructor. 
Teachers of chemistry will find the handbook prepared by the 
authors of the adopted text very helpful in selecting appropriate 
experiments for class demonstrations. (See pages vi and vii of 
preface in adopted text.) Valuable suggestions in laboratory 
and classroom instruction may be found in chapters iv and v 
of Smith & Hall's Teaching of Chemistry and Physics. 

The general form for writing out experiments in physics is 
suggested for guidance in the writing up of experiments in 
chemistry. 

At least FORTY experiments selected from the laboratory ex- 
ercises comprising the latter portion of the adopted text are 
required. The choice and order of these experiments will be de- 
termined by the teacher. 

Most attention should be given to chemical elements which 
are commonest and of most industrial significance. 

List of experiments based on report of the Committee on 
Chemistry of the Science Department of the National Educa- 
tional Association: 
General — 

1. Composition of the atmosphere. 

2. Dissociation of mercuric oxide, and study of resulting 

products. 

3. Burning of magnesium, sodium, and potassium in air, and 

of iron in oxygen, with study of resulting products. 

4. Combination of substances produced in 3 with water, and 

study of results. 

5. Burning of sulphur and phosphorus in air; study of prod- 

ucts. 

6. Combination of substances produced in 5 with water ; study 

of products. 



69 

7. Treatment of substances resulting from 3 and 4 with hydro- 

chloric acid, and examination of final products. 
Laws of Gas Volume and Vapor Tension — 

8. Boyle's Law. 

9. Charles's Law. 

10. Vapor tension as related to temperature. 

Common Elements and Compounds — 

11. Preparation and study of oxygen. 

12. Weight of a litre of oxygen under standard conditions. 

13. Preparation of hydrogen by action of sodium on water. 

Careful study of by-product. 

14. Preparation of hydrogen by zinc and acid. ]\Iore thorough 

study of hydrogen in larger quantities. Study of by- 
product. 

15. Weight of a litre of hydrogen under standard conditions. 

(Optional for best students.) 

16. Proportion by weight in which hydrogen and oxygen unite. 

(Lecture demonstration with eudiometer.) 

17. Proportion by weight in which hydrogen and oxygen com- 

bine. 

18. Study of boiling point, freezing point, action of litmus, and 

taste of substance, produced by combining oxygen and 
hydrogen. 

19. Electrolysis of water, resulting gases being accurately meas- 

ured and tested. 

20. Vapor density of water, conclusion as to formula for water. 

(Optional for best students.) 

21. Study of sodium, potassium, lithium, strontium, calcium, 

and barium compounds. 

22. Study of salts of cobalt, copper, nickel, manganese, chron- 

mium, iron. 

23. Study of compounds of aluminum, magnesium, and zinc. 

24. Tests for silver, lead, and bismuth in unknown mixtures of 

21, 22, and 23. 

25. Tests for mercury and arsenic in unknown mixtures of 21, 

22, 23, and 24. 

26. Preparation and study of chlorine gas. 

27. Weight of a litre of chlorine. 



70 

28. Combustion of chlorine in hydrogen. 

29. Preparation of hydrochloric acid and study of products. 

30. Decomposition of hydrochloric acid gas by sodium amal- 

gam, and conclusions as to percentage composition. 
Avogadro 's Law. 

31. Preparation and study of at least three chlorides. 

32. Preparation and study of bromine. 

33. Preparation of at least three bromides. 

34. Preparation and study of iodine. 

35. Preparation of at least three iodines. 

36. Comparative study of the chemism of chlorine, bromine, and 

iodine by mutual displacement. 

37. Study of hydrofluoric acid and fluorides. 

38. Determination of the combining proportion of chlorine and 

zinc, and the atomic weight of zinc. 

39. Atomic weight of zinc from specific heat. Law of Dulong 

and Petit. 

40. Atomic weight of silver by displacement of zinc. 

41. 'Study of forms of sulphur. 

42. Direct formation of sulphides. 

43. Study of sulphurous oxide. 

44. Preparation of sulphurous and sulphuric acids. 

45. Preparation of at least two sulphites and two corresponding 

sulphates. Comparative study of these. 

46. Decomposition of ammonium nitrate and study of nitrous 

oxide. 

47. To determine the composition of nitrous oxide. Gay-Lus- 

sac's Law. 

48. Preparation and study of nitric acid. 

49. Preparation of three nitrates in three different ways. 

50. Composition of gas formed by action of cold dilute nitric 

acid on copper. 

51. Composition of gas formed by union of nitric oxide and 

oxygen. 

52. Preparation of chromic anhydride, chromic acid, and postas- 

sium chromate, 

53. Changing potassium chromate to potassium bichromate and 

back again. Oxidation and reduction in solutions. 



71 

54. Chromium as an aeid-forming and as a base-forming ele- 

ment. Preparation of chromium sulphate. 

55. Preparation of ferrous and ferric salts. 

Carbon and Some Carbon Compounds — 

56. Product of burning charcoal. Tests. 

57. Test for presence of carbon in wood, paper, kerosene, coal 

gas, alcohol. 

58. Preparation of three carbonates. 

59. Solubility of carbonates in the presence of carbon dioxide. 

60. Effect of heat on suspension of carbonates in solution. 

61. Carbon dioxide from fermentation. 

62. Alcohol from fermentation. 

63. Preparation of ether by alcohol and sulphuric acid. 

64. Preparation of alkaline salts bj' fatty acids, or soap-making. 

REFERENCE BOOKS. 

1. Dobbin & Walker. Chemical Theory for Beginners. 

Macmillan Co., Atlanta, Ga. 

2. Lassar-Cohn. Chemistry of Daily Life. 

Lippincott Co., Philadelphia, Pa. 

3. McPherson & Henderson. Exercises in Chemistry. 

Ginn & Co., Atlanta, Ga. 

4. Smith & Hall. Teaching of Chemistry and Physics. 

Longmans, Green & Co., New York, N. Y. 

5. Van't Hofl. Physical Chemistry in the Service of the 

Sciences. 

University of Chicago Press, Chicago. 

6. Kahlenberg & Hart 's Chemistry. 

Macmillan Co., New York. 

HISTORY 

General Statement. 
Courses: The following courses of history may be offered. 
United States history and civics and one year of foreign history 
are required. 



■ 72 

Allotted Recitations per 
year in course week 

Ancient history Second-Third 5 periods 36 weeks or 

18 weeks 
Mediaeval and modern 

history Third 5 periods 36 week? 

United States history 

and civics Fourth 5 periods 36 weeks 

English history Third-Second 5 periods 18 weeks 

Notebook and Library Work: Notebook and library work to 
be accepted must meet the following requirements: 

1. It must be based on map work and assigned topics. 

2. It must not exhibit as notebook work (except as stated in 
3) any work dictated by the teacher, and copied charts or 
graphic representations or analyses found in text-books, in col- 
lateral reading or in other notebooks. 

3. Fifty per cent of the notebook exercises may consist of 
copied work as follows: 

(a) Copied maps. 

(b) Filled in outlines. 

(c) Copied drawings. 

(d) Selected illustrative material, such as pictures, picture 

postal cards, or other material of like nature. 

(e) Documents in civics, such as warrants, ballots, etc. 

(f) A very limited number of exercises made up of (1) fa- 

vorite quotations gathered from various sources, illu- 
minating either the whole field or some special topic 
or topics; (2) political watch-words and phrases fre- 
quently used but obscure in meaning to the untrained 
student. 

All work in (3) should be accompanied, if possible, by refer- 
ences to the authorities from which it was obtained; also by 
proper explanations showing its historic value or its relation to 
the topic studied. 

4. The following kinds of exercises and others of like nature 
are acceptable for the remainder of the required notebook work : 



73 

(a) Answers to questions on secondary or eoui-se material. 

(b) Synopses of brief selections of source material, 

(e) Comparisons made by the pupil from material found in 
the text or elsewhere, 

(d) Brief statements made by the pupils of things learned 

from collateral reading, 

(e) Charts or graphic representations made by the pupil, 

(f) Characterizations based upon historic incidents. 

(g) Brief compositions representing original investigations 

or thought, 
(h) Descriptions of historic excursions or visits to museums, 
(i) Discussions or debates, 
(j) One exercise showing the collateral reading done by the 

pupils in the history work of the year. 

5. All work dictated by the teacher, such as search questions, 
topical analyses, all work copied by the pupil except as indicated 
in (3) should appear on the left-hand page and must be plainly 
headed "Dictated work" or "Copied work". It should never 
be counted as a notebook exercise. 

6. In general each notebook exercise should be a unit in itself. 
If notebook work is properly done, each notebook will show a 
marked individuality and may well be characterized by orig- 
inality, order, symmetry, neatness, and good taste. Yet here a 
word of caution is necessary. The notebook is a means to an end 
and not an end in itself. Unnecessary time should not be con- 
sumed in the mechanics of the notebook. 

. The importance of establishing correct habits by requiring 
exact and definite references should not be overlooked. 

One kind of exercise found to be of special value is the fol- 
lowing : the teacher reads a few paragraphs from some book not 
accessible to the class; the class attend carefully to the reading, 
taking down only catchwords or headings, from which, after the 
reading, digests are made. 

7. Every notebook should contain an index at the beginning, 
showing the title to each exercise and the page on which it may 
be found. 



74 

INDEX OF NOTEBOOK EXERCISES IN HISTORY. 

No. of Exercise Title of Exercise Page 



8. When the notebook has been completed, the teacher should 
attach the following certificate to the inside of the front cover: 
High School, Louisiana. 

This notebook contains the record of notebook work and 

library work done by in the High 

School under my supervision. 

(Signed) 

Teacher of 

It is recognized that the study of history has not only a dis- 
ciplinary, but also a practical value, that it not only furnishes 
the student with facts which he will find useful, but it gives him 
a storehouse of ideas and broadens his range of experience. It 
also helps to the understanding of present-day civilization and 
its problems by showing that they have developed out of the past 
and it applies to them the experience of the past. The study 
of the history of one's people, country, and institutions not only 
assists to a solution of present problems, but it tends to inculcate 
principles of enlightened patriotism, to prepare the student to 
comprehend public questions and fit him for the duties and re- 
sponsibilities of citizenship. A close study of history in school 
and college will give to the student an acquaintance with prac- 
tical problems that can otherwise be gained only by long expe- 
rience in public affairs. It also furnishes material for other 
higher mental activity, and a basis for other studies, such as 
economics, political science, literature, etc. 

In the elementary school the pupil has made an acquaintance 
with soriie of the great characters and great events of history. 
In the high school the object of the history work is to give sys- 



75 

tematic instruction over the general field of history, to show the 
relation between cause and effect in human affairs, to get from 
past experience lessons for the present. 

For hest results the study of 'history in the high school should 
follow the chronological order. Consequently the course has been 
fixed as follows : 1. Ancient History. 2. Mediaeval and ^lodern 
History, 3. United States History. Ancient History deals with 
human society in its simples-t forms; so also to a certain extent 
with Mediaeval History. In these fields the student may acquire 
the historical attitude of mind, the philosophical point of view, 
before coming to the study of more recent and more controversial 
periods. With the training in historical habits of thinking ac- 
quired from the study of the past the pupil is better prepared 
to deal in a broad and tolerant spirit with those more complex 
questions of modern history about which there may be still more 
or less honest difference of opinion. 

In every course the text-book should be used as the basis of 
the work in order that the pupil may get a connected , account. 
But the old way of "hearing" a lesson repeated by heart from 
the text should be avoided. At every lesson there should be a 
rapid quiz on the work assigned for the day or on the work al- 
ready' done. The text also furnishes material for class discussion ; 
a topic such as "Greek Religion" may be assigned to the class to 
be traced through the text by the aid of the index; frequent 
written recitations based upon the text may be required, and the 
pupils should be carefully trained in the making of topical out- 
lines or analyses (based upon the text. 

In addition to the work with the text, attention should also be 
given to historical geography and map work, collateral reading, 
examination of historical pictures, etc. 

In the map work the pupil should be required to locate upon 
the map in the text all the places mentioned in each day 's lesson. 
Wall maps suited to the period are of value, and at least one 
historical atlas should be available. Historical charts are of 
more value than wall maps. From the outline maps, furnished 
in quantities by several publishers, the pupil may make com- 
pleted maps in colors. The physical basis of history is well illus- 
trated by relief maps. The following are good small atlases for 



76 

school use: Dow, Atlas of European History (Holt, $1.50); 
Gardiner, Atlas of English History (Longmans, $1.50) ; Hart, 
Epoch Maps of the United States (Longmans, $0.25) ; Foster, 
Forty Maps of the United States (Historical Pub. Co., Topeka, 
Kans., $1.00). Good charts are published by Silver, Burdett & 
Co., Boston ; Historical Publishing Company, Topeka, Kans., and 
Atkinson, Mentzer & Grover, Chicago ($10.00 to $20.00 each). 
Relief maps can be purchased from W. B. Harison, 59 Broadway, 
New York (5 to lOe each), and Atkinson, Mentzer & Grover, 
and Atlas School Supply Company, Chicago ($15.00 each for 
large indestructible maps). Outline maps are sold by the Mc- 
Kinley Publishing Company, Philadelpliia ; Southern Publish- 
ing Company, Dallas, Texas ; W. B. Harison, New York ; Atkin- 
son, Mentzer & Grover, Chicago, etc., price i/4c to 15e each. The 
Census Bureau, Washington, D. C, publishes (free as long as the 
supply lasts) a Statistical Atlas of the United States which is 
worth much to classes in industrial history. 

Historical pictures can be used to illustrate the text work 
and make it more interesting. Pictures appeal to the mind 
through the eye; they stimulate the imagination — something 
necessary to historical studies; they furnish concrete illustra- 
tions, make more definite a period, event, or character. They 
create an historical "atmosphere," and in many ways serve as 
an index to the civilization of the pa^t. Good pictures can be 
had at all prices from one-fourth of a cent to several dollars 
each. All good texts have them. Loose prints can be used in 
class and later pasted in note-books or scrap-books or classified 
in envelopes. The best cheap prints can be had from the fol- 
lowing firms : G. P. Brown, Beverly, Mass. ; Perry Pictures 
Company, Maiden, Mass. ; Cosmos Pictures Company, 296 Broad- 
way, New York; Bureau of University Travel (which has the 
best classification for history purposes), Boston; W. B. Harison, 
59 Broadway, New York (has the best reproductions of ancient 
art). Wall pictures can be obtained from all of the above and 
from the Chicago Art Education Company; 'Soule Art Com- 
pany, Boston (Bible pictures) ; American Tissot Company, New 
York (Tissot Bible pictures) ; Berlin Photographic Company, 
New York; A. W. Elson Company, Boston. Lantern slides can 



77 

be secured from Underwood & Underwood, New York, and from 
many other companies. 

For giving life to historical studies extracts from "sources" 
are often useful. The teacher should possess a source book on 
each field of history, whether the class uses source books or not. 
The best ones are: Fling's Source Book of Greek History 
(Heath) ; Botsford's Story of Rome (Macmillan) ; Ogg's Source 
Book of Mediaeval History (American Book Company) ; Robin- 
son's Readings in European History (Ginn) ; Kendall's Source 
Book of English History (Macmillan Company) ; Hart's Source 
Book of American History, and American History Told by Con- 
temporaries (Macmillan Company). In addition to these much 
other "source" material is available. In the text-books a note 
on the end of each chapter refers to the "sources" for that 
chapter. 

In the study of history much written work should be insisted 
upon. To preserve this work use loose-leaf note-books. In the 
note-book may be gathered the topical outlines, analyses, sum- 
maries, extracts, quotations, lists of names and dates, etc., from 
the text and from library readings. Frequently "historical 
problems" should be propounded — questions based upon the 
text but which cannot be answered in the language of the text, 
and debates on historical questions may be written out. His- 
torical subjects should be chosen for English essay work and the 
papers preserved in the note-book. Loose pictures and maps can 
be used to illustrate the note-books. 

The object of the syllabus is to furnish a selection of the 
most important topics in each field of history, topics upon which 
the work of the pupil should be concentrated to the exclusion of 
minor details In the time allotted, only the large subjects can 
be studied; if one is required to know all the names and dates 
in Egyptian History there will be no time for any acquaintance 
with the splendid institutions of the later Roman Empire. With 
the syllabus as a guide, the text can be used as a mine from 
which information is to be obtained. The teacher should insist 
on constant comparisons of one period, character, or interest 
with another, and of the present with the past. In no other way 
can the full value of historical studies be secured. In order that 



78 

the text work and reading may be properly digested and as- 
similated, the syllabus provides suggestions for map, picture, 
and note-book work, as well as frequent reviews and "study 
problems." 
Books on Methods: 

1. Bourne, E. G-., The Teaching of History and Civics. 

Longsmans, Green & Co., New York City. 

2. A History Syllabus for Secondary Schools. 

D. C. Heath & Co., Boston. 

3. Report of the Committee of Seven on History in Schools. 

Macmillan Co., Atlanta, Ga. 

4. Historical Sources in Schools. 
Macmillan Co., Atlanta, Ga. 

5. Jolmson, H., History in the Elementary Schools. 

Columbia University Press, New York City. 

Syllabus of Ancient History. 

Text: Botsford's Ancient History. Five times a week. Sec- 
ond Year. 

The study of ancient history will give to the pupil a knowl- 
edge of the continuity of historical development, a foundation for 
later studies, and a consciousness of our heritage from the past. 
In this period where controversies do not rage, the historical 
habits of thinking are best formed. Too much should not be de- 
manded of the pupil : an acquaintance with the great characters 
of antiquity, a knowledge of the few great principles evolved 
from the comparatively simple experiences of the dead nations, 
an understanding of the slow growth of civilization, of the rela- 
tion of cause and effect in human affairs — if this is fairly ac- 
complished, the work is successful. 
Pictures: 

Pictures of the following subjects can be obtained from the 
publishers named above: Temple of Abydos, Philae, Edfu, 
Esne, Kom Ombo, Karnak ; the pyramids and the sphinx ; mum- 
mies and coffins; ancient writings and inscriptions; Chaldean 
and Assyrian temples; Bible pictures; Apollo, Nike, Athene, 
Hermes, Psyche, Paris, ^nead, Sappho, Alexander, Venus, Vic- 
tory of Samothrace, Faun of Praxiteles, Sophocles, Desmosthenes, 



79 

the Discobolus, Laocoon, Penelope ; Temples of Minerva, Jupiter, 
Theseus, Poseidon, etc ; Greek vase ; Homer, Aphrodite, the 
Acropolis, theatres, Parthenon, Agora at Athens, tomb of At- 
reus; Areopagus, Solon, Athenian men, women, and children; 
sports and amusements in Greece, etc. ; Temples of Ceres, Venus, 
Diana, Neptune, etc., in Italy; Roman ruins in Europe, Asia 
and Africa ; chariot, baths of Caracalla, Forum, Coliseum, Pal- 
aces of Caligula, the Caesars, etc. ; Pantheon, Tarpeian rock, 
arches of Titus, Constantine, etc. ; aqueducts of Claudius, Ap- 
pian way, catacombs, Csesar, Cicero, Marcus Aurelius, Nero, Sen- 
eca,- etc. ; dying gladiator, doves of Pliny ; Juno, Mars, Cupid, 
Minerva, Pomona, Roman matron, IMercury, Pompeii, Roman so- 
cial and military life ; Roman domestic and public architecture 4 
Roman inscriptions, coins, writings, etc. ; tombs, coffins, and 
cinerary urns; theatres, basilicas, etc. 
Map Work: 

The following subjects are suggested for map work in addi- 
tion to those mentioned in the syllabus. They may be substi- 
tuted for those or worked on in atlas form: (1) The Orient; 
(2) physical Greece; (3) earliest settlements in Greece; (4) 
Greek colonies, 750-500 B. C. ; (5) Persian invasions; (6) Ath- 
ens under Pericles; (7) Athenian Empire; (8) the Pelopon- 
nesian war; allies of Athens and Sparta; (9) campaigns and 
empire of Alexander; (10) geographical extent of Greek influ- 
ence; (11) physical Italy, with location of tribes; (12) Early 
Rome; (13) enemies of Rome in Italy; (14) expansion of Rome 
to 133 B. C; (15) possessions of Rome and Carthage in 264 
B. C. ; (16) Hannibal's route from Spain to Italy; (17) expan- 
sion of Rome, 135 B. C. to 14 A. D.; (18) City of Rome under 
the Emperors; (19) a Roman military camp — see West, Ancient 
History; (20) Roman Empire at its greatest extent; (21) Ro- 
man Empire under Diocletian — prefectures and dioceses; (22) 
the dangerous frontiers; (23) routes of German invaders in the 
Roman Empire; (24) German States on Roman soil, 525 A. D. ; 
(25) expansion of the Frankish Empire to 814 A. D. 
Reference Books: 

The following list contains inexpensive books useful for 
library reading in connection with the text: (1) Dow's Atlas of 



80 

European History (Heath). 2. Bury's History of Greece (Mac- 
millan). 3. Oman's Histoiy of Greece (Longman's). 4, Guer- 
ber's Myths of Greece and Rome (American Book Co.). 5. Plu- 
tarch's Lives. 6. Tarbell's History of Greek Art (Macmillan). 
7. Gulick's Life of the Ancient Greeks (Appleton). 8. Jebb's 
Greek Literature (American Book Co.). 9. Mahaffey's Survey 
of Greek Civilization (Macmillan). 10. Dickinson's Greek View 
of Life (McClure). 11. Mahaffey's Old Greek Life (American 
Book Co.) . 12. How and Leigh's History of Rome (Longman's) . 

13. Preston and Dodge's Private Life of the Romans (Sanborn). 

14. Thomas' Roman Life Under the Caesars (Putnam). 15. Wil- 
kins' Roman Antiquities (American Book Co.). 16. Tighe's 
Development of the Roman Constitution (American Book Co.). 
17. Fairbanks' Mythology of Greece and Rome (Appleton). 

ORIENTAL HISTORY. 

I. Egypt. 

1. The land, the Nile, the climate. 

2. Summary of the political history. 

3 The people: race, classes, occupations. 

4. Civilization: writing, literature, architecture, sciences, 
industries, religion. 

5. Important individuals: Khufu, Seti I, Ramesis II. 

(a) Locate on the text map the places mentioned in the 

lesson. 

(b) Pictures: pyramids, temples, inscriptions. Sphinx, 

Karnak ; coffin and mummy : see text pictures, and 
the Perry, Brown, and Cosmos prints. 

(c) Reading: see text, p. 14. The time for reading will 

be limited. Follow the readings suggested in the 
text. 

II. Empires of the Tigris and Euphrates Valleys. 

1. The land, the two rivers, the climate. 

2. The people: mixed races, character, occupations. 

3. Political history of Chaldea- Assyria. 

4. Civilization : government, literature, religion, architect- 
ure, science. 



81 



THE SYRIANS. 

5. The Phoenicians: their commerce; the alphabet; spread 
of civilization. 

6. The Hebrews: origin, political history; religion and lit- 
erature. 

(a) Map work: Locate the places mentioned in the text. 
Note on the map (p. 2) the location of Syria on the 
road between the great empires; and the good loca- 
tion of Tyre and Sidon for commercial purposes. 

(b) Pictures: See the text pictures; Brown and Perry 
pictures of Palestine; Wilde's Bible Pictures; Tis- 
sot 's Bible Pictures. 

III. The Medes and Persians. 

1. The Great Kings: Cyrus,. Cambyses, Darius, Xerxes. 

2. The political organization of Persia. 

3. Civilization : Architecture, religion, morals. 

THE far east. 

5. India : people, caste system, religion. 

6. China: people, literature, religion, philosophy. 

(a) Map work: Make a map (by tracing or by filling in 
an outline map), showing the countries studied. At- 
tach it to the note-book. 

(b) Pictures: See the text pictures. Explain each. 

IV. Review. Study Problems. 

1. What is civilization? 2. ]\Iake a list of Oriental contri- 
butions to later civilization. 3. Why do we not study the his- 
tory of uncivilized peoples ? 4. How are the Persians related to 
the French ? to the English ? 5. What have the metals to do with 
civilization? 6. Name the several geographic conditions that 
influence Oriental history. 

Map Work : Make a map {hy tracing, or by filling out an out- 
line map) on which is shown the countries studied above. 

(a) Write out the answers to the above exercises in the note- 
book. 

(b) Write in the note-book a topical outline of "The 
Oriental Civilization." 



82 

(c) The note-boak may be illustrated by pasting in tracing 
maps or completed outline maps made during the pre- 
ceding lessons. 

HISTORY OF GREECE. 

V. The Geography of Greece. 

1. The position of Greece with respect to the Orient. 

2. The Mediterranean and the ^^gean. 

3. The location of the best harbors. 

4. The three divisions and the kind of people in each. 

5. Mountains, climate, products. 

6. Asiatic Greece : the islands. 

Map Work: Study text maps (opposite p. 40 and p. 47) 
and other physical maps in connection with this chapter. The 
text pictures also illustrate the geography of the country. Ste- 
reographs are good. 

VI. Prehistoric Greece. 

1. Gradual development of the Greek religion. 

2. The gods and the heroes; other myths. Value of the 
myths. 

3. The people : races, location, myths of migration, 

4. Homer and the Trojan War. Value of the Homeric writ- 
ings. 

5 Prehistoric civilization: Social life, industry, government. 

Map work: Find the places mentioned in the text, pages 
40, 47. 

Pictures : Pages 46, 48, 49 ; those in Ch. II, and the Brown, 
Perry, and Cosmos prints. The Bureau of University Travel 
prints are best for this period — pictures of Phaistas and Cnossas, 
the Lion Gate at Mycenae, gold ornaments. 

VII. Expansion of Hellas. 

1. Colonization: causes, organization of a colony; relation 
to the mother state. 

2. Location of colonies: North, West, South. 

3. Results of colonization. 



83 

(a) Map work : Make a map (based on the text and the 
maps on pp. 66 and 72), showing Ionian colonies in 
red, Dorian in blue, others in yellow. 

(b) Pictures: Text pictures ; prints — Perry, Brown, Cos- 
mos; classified prints in part 2 of Bureau of Uni- 
versity Travel catalogue. 

(c) Note-book: Outline this subject: "Greek Coloniza- 
tion, its Causes, Extent, General Character, and Re- 
sults." 

VIII. Early Greek Institutions. 

1. The city state. Compare it with the Persian Empire. 

2. The Amphictyones and the political leagues. 

3. The Oracles. 

(a) Map work: 1. Delian League and Delphic Amphic- 
tyony : 2. On an outline map mark each place men- 
tioned in lesson. 

(b) Note-book work: 1. Outline chapter IV. 2. Paste 
maps and prints in note-book in <proper place. 

IX. Review. Study Problems. 

1. Compare the surface features of Greece with those of the 
Orient. 2. Make a list of the ways in which geography influ- 
enced the Greeks. 3. Suppose the good harbors had been on the 
western coast, would the history of Greece have been different? 
4. Compare the life of the early Greeks (1) with the life of the 
English colonists in Virginia; (2) with the life of the North 
American Indians. 5. "Was there more good than evil in the 
early Greek religion ? 6. Differences between a Greek state and 
a modern state? 7. Describe "Life in the Homeric Age." 8. 
What Oriental influences do you find in early Greek history? 
9. Why did the first colonists go to the East? Why did Greeks 
want to settle in Italy, Sicily ? 10. Did the colonies or the mother 
country advance more rapidly in civilization? 11. How did the 
colonies benefit the mother state? 12. What was the relation 
of a colony to the mother country ? 13. Show how the religious 
leagues, the games, festivals, etc., helped to unite the Greeks 
politically. 



84 

X. Athens prom Kingship to Democracy. 

1. Transition from kingship to aristocracy. 

2. The lawgivers : Draco, Solon. 

3. The Constitution of Solon. 

4. The tyrants : causes of tyranny ; good results. 

5. The Constitution of Cleisthenes; democracy. 

(a) Pictures: Text pictures; prints from Bureau of Uni- 
versity Travel. 

(b) Note-book: Biographical sketch of Draco, Solon, Pisi- 
stratus, or Cleisthenes. 

XI. iSparta and the Peloponnesian League. 

1. Classes of the people : Spartans ; perioici ; helots. 

2. The Spartan system of education (write in note-book). 

3. The government and the army. 

4. The Peloponnesian League. 

intellectual progress. 

5. Poetry, philosophy, art. 

(a) Pictures: Text, and prints of architectural subjects. 

(b) Map work: Compare the physical geography of 
Sparta with that of Athens; locate all the places 
mentioned on map, p. 103. 

XII. Conquest op Asiatic Greece. 

1. The Ionian Greeks (for note-books) . 

2. Croesus and Cyrus; Cambyses and Darius (one of these 
for the note-book). 

3. The Ionian revolt. 

4. Persian plan to conquer European Greece. 

(a) Map work: Color an outline map (see pp. 116, 125) 
to show (1) the Persian Empire; (2) the Greek colo- 
nies in Asia Minor; (3) extent of the Ionic revolt. 

(b) Pictures: Persians (p. 132). Note the trousers. Why 
were the Greeks afraid of "trousered" people? 

XIII. War with Persia and Carthage. 

1. The invasion of 490 B. C. and the battle of Marathon. 

2. Leaders : Miltiades, Aristides, Themistocles. 



85 

3. Invasion of Xerxes: Tliermopylas ; Artemisium ; Ath- 
ens; Salamis; Platea; Mycale. 

4. Carthagenian invasion of Sicily, 

5. Results of these foreign wars. 

(a) Map work: Locate lines of march, battles, etc., on 

an outline map ; study the small maps, 
(h) Pictures: Themistocles, Miltiades, Marathon. 

XIV. Review. Study Problems. 
1, What was the difference between a king and a tyrant? 
2. Which did the common people prefer, a tyranny or an oli- 
garchy (aristocracy) ? 3. Causes of strife about 628 B, C? 4. 
What changes in the Athenian government took place between 
Solon and Cleisthenes ? 5, Compare Solon with Draco ; with 
Cylon; with Pisistratus; with Cleisthenes. 6. Compare the 
heliots with the hectemoroi. 7. Compare Sparta with Athens. 
8. Compare the training of Spartan youth with the training of 
modern youth. What was the object of the Spartan system? Of 
the modem educational system? 9. Differences in government 
between the Peloponnesian League and the United States? 10, 
Was iSparta a democracy or an oligarchy? Athens? 11. Would 
you rather read Homer or Kesiod ? Why ? 12, Name and give 
examples of the early forms of poetry, 13, Select pictures to 
illustrate the three orders of architecture, 14, Was ostracism 
a good or bad thing for Athens? 15. How have they improved 
from the Homeric age to about 500 B, C, in religion, government, 
art, etc.? 16, Criticise the lonians. 17, AVhy did the Asiatic 
Greeks consider the Persian rule more oppressive than the Lydian 
iiile had been? 18, Were the Persian heralds justly treated? 
19. What city deserved most credit for the Greek victory over 
Persia? 20, Make a list of the results of the Persian wars. 

XV. Leadership of Athens Under Cimon (487-479). 

1, Fortification of Athens, 

2, The Confederacy of Delos develops into the Athenian Em- 
pire, 

3, Revolts of allies; causes and results, 

4, Relations between Sparta and Athens. 

5, Political parties in Athens, 



86 

6. Paper: Cimon, Themistocles, Aristides. 

(a) Map work: An outline map color (1) Delian League ; 
(2) allies added to make it the Delian Confederacy. 

(b) Pictures: Acropolis; wall of Athens; trireme. 

XVI. Athens Under Pericles. 

1. The extent of the Athenian Empire. 

2. Relations with neigh'bors and allies. 

3. Government by Athenian democracy. 

4. The civilization : art ; literature ; education ; social life ; 
politics. 

5. Paper : Art in the Age of Pericles. 

(a) Map work: (1) Athenian Empire ; (2) plan of Ath- 
ens. 

(b) Pictures: Parthenon views; Acropolis; temples on 
the Acropolis. 

XVII-XVIII. The Peloponnesian War. 

1. Causes of the war ; resources of Athens and 'Sparta. 

2. Character and chief events of the war. 

3. The leaders on each side. 

4. The Sicilian expedition. 

5. Political troubles in Athens. 

6. Causes of the downfall of Athens 

7. Results of the war. 

THE NEW learning. 

8. The sophists. 

9. The dramatists. 

(a) Map work: (1) Athens and her allies; Sparta and 
her allies; (2) the Syracusan campaign; (3) locate 
each place mentioned in Chapters XI and XII. 

XIX. Review. Study Problems. 
1. Read Chapter XVII and study the pictures and the map. 
This chapter is of slight importance. 2. Is Themistocles to be 
blamed for the trick played about the walls of Athens ? 3. Was 
Athens justified in holding the Confederacy together by force? 
4. What benefits did the allies enjoy ? 5. Write a history of the 



87 

Areopagus. 6, Why could Athens (build up a maritime empire 
more successfully than a land empire? 7. Compare the Athe- 
nian democracy with that of an American state. 8. Why was 
the art, literature, and philosophy of Athens superior to that of 
other Greek states of this time ? 9. Value of the Greek theatre ? 
10. Make an outline of the causes of the Peloponnesian War. 11. 
What principles were at issue? 12. Which side stood for the 
better things? 13. Compare Pericles with Cleon. 14. Your 
estimate of Alcibiades. 15. An outline of the Peloponnesian 
war. 

XX. Hegemony of Sparta. 

1. Imperial policy of Sparta; decarchies, etc. 

2. Foreign wars. 

3. Persian interference in Greek affairs. 

4. Rise of Thebes and defeat of Sparta. 

5. Why did Sparta fail? 

6. Paper: (1) The Decharchies; (2) the Theban army. 

(a) Map work: On outline map color red the territory 
controlled by Sparta. Locate all places mentioned in 
Chapter XIV. 

XXI. The Supremacy of Thebes. 

1. Policy of Epaminondas. 

2. Why Thebes failed. 

3. Condition of Greece after the battle of Mantinea. 

4. Contrast the Spartan with the Athenian hegemony ; with 
the Theban. 

5. Results of the civil wars. 

6. Outline. Life of Epaminondas. 

(a) Map work: Study map opposite p. 217 and explain 
each color. 

XXII. Rise op Macedon. 

1. The country and the people. 

2. Philip : character and training. 

3. Conquest of South Greece. 

4. Literature and art : Xenophon, Demosthenes, Plato ; the- 
atres. ' 



5. Paper: Demosthenes. 

Map work: Color on outline map (1) Macedon, red; (2) 
states conquered by Philip, blue. 

XXIII. Alexander the Great. 

1. Character of Alexander. 

2. His Asiatic conquests. 

3. Results of his work. 

4. Attempts at federal union. 

5. Spread of Greek civilization : Orient, Egypt. 

6. Outline: Career of Alexander. 

Map work: Alexander's empire, showing his line of 
march, his battles, and cities foimded by him. 

XXIV, Summary of Greek Civilization. 

1. Religion and philosophy. 2. Education and physical train- 
ing. 3. Position of women. 4. Social life. 5. Great literature. 
6. Sculpture and architecture. 7. Government : the city state. 
8. Slavery. 9. Spread of Greek civilization: Orient; Egypt; 
Rome ; influence on modern culture. 

Dickinson 's Greek View of Life is good on the above subjects. 

I XXV. Review. Study Problems. 

1. Why were Sparta and Thebes less successful than Athens 
in ruling other states? 2. Was the treaty of Antalcidas a dis- 
grace to Greece? Who was responsible for it? 3. Did Greece 
gain anything from the Spartan or the Theban supremacy ? 4. 
Did the Greek states deserve to be left independent? 5. Why 
did x'^thens develop in civilization more rapidly than Macedon? 
6. Which was right, Philip or Demosthenes? 7. Should Greece 
have submitted to Macedonian leadership ? 8. Services of Alex- 
ander to civilization. 9. If Philip and Alexander had never 
lived, would the Greek civilization have been as wddely spread. 
10. Write a paper on the "Attempts at Federal Union." 11. 
Make a list of the contributions of the Greeks to later civilization. 

ROMAN HISTORY. 

XXVI. Italy: The Country and the People. 
1. The migrations into Italy. First settlers.. The principal 
peoples. 



^9 

2. The Italian city state. Compare with the Greek' city state. 

3. The schoolmasters of Rome: the Estruscans and the 
Greeks. 

4. Geographic conditions affecting early history. 

Map work: (1) Study the physical map of Italy; (2) 
locate on an outline map the most important tribes of 
Italy. 

Note-book: Outline — "The Greeks in Italy and Sicily." 
See index under Italy. 

XXVII. Prehistoric Rome. 

1. The myths and their value. 

2. The early Romans ; character, occupations, classes, family 
life. 

3. Government: family, curia, tribe, king, senate, assembly. 

4. Servian reforms in government. 

5. Religion and morals. 

6. Why the kings were displaced. 

Map work: Map of the City of Rome, showing each hill 

and the principal buildings. 
Note-book: Paper on "The Roman Family." 

XXVIII. Rome Supreme in Italy. 

1. Foreign wars and conquests. 

2. Issues: highland vs. lowland civilization. 

3. Reorganization of the Roman army. 

4. Organization of new territory ; colonies ; roads ; govern- 
ment. 

5. What made Rome the victor? 

Map : Roman roads and colonies in Italy. 
Note-book: (1) Organization of the early republican 
army; (2) Roman road-making. 

XXIX. The Struggle Bet^veen the Classes (500-264). 

1. The government after the monarchy was destroyed ; con- 
suls; senate; two assemblies. 

2. Peculiarities of Roman assemblies. 

3. Grievances of the plebeians leading to the secession. 

4. The struggle for written laws and its results. 



90 

5. The struggle for economic rights. What was gained? 

6. The struggle for political rights. What was gained ? 

7. The classes during this period. 

Note-books: (1) The Decemvirs and the twelve tables; 
(2) make a list, with dates, of all that the plebeians 
gained in this period. 

XXX. Review. Study Problem (509-264 B. C.) 

1. Explain how the geography of Italy influenced Roman his- 
tory. 2. Why was civilization slow in reaching Italy? 3. Had 
the best harbors of Italy been on the eastern coast, what differ- 
ence would this have made in the history of the country? 4. 
Compare early Italian institutions with early Greek institutions. 
5. How were the Greeks and the Italians related ? 6. Trace on 
the map the growth of Rome under the kings. 7. Write an out- 
line of "The Romans During the Regal Period." 8. Compare 
regal Rome with Homeric Greece. 9. What wars of the period 
509-264 belong to the conflict between the hills and the low- 
lands? 10. Trace the development of the Roman army to 264. 
11. Compare the colonies of Rome with those of Greece. 12. 
Compare the expansion of Rome in Italy with the expansion of 
the United States. 13. Was it better for the world that Rome 
conquered the Samnites? 14. How did the change from mon- 
archy to republic affect (1) the magistrates, (2) the senate, (3) 
the people ? 15. Which was the most popular assembly ? Why ? 
16. What did the plebeians gain hy the first secession ? 17. Com- 
pare the Twelve Tables with the early Greek codes. 18. Trace 
the growth of the power of the plebeians. 19. Compare a Roman 
with a Greek assembly ; with an American legislature. 20. How 
did our word "censorious" get its meaning? 21. Make a list of 
the magistrates of the republic with the duties of each. 22. 
Changes in the plebeian class (509-264 B. C). 23. When the 
patricians were forced to give up an office to the plebeians how 
M'ere the fruits of victory lessened? 24. Compare the Romans 
(before 264) with the Greeks as to character. 25. Complete un- 
finished maps that have been passed over; review all pictures 
that will illustrate the history of this period. 



91 

XXXI. Expansion Outside of Italy (264-133 B. C). 

1. The Punic wars; dates. 

2. Causes of the struggle with Carthage. 

3. The resources of Rome and Carthage compared. 

4. Character and chief events of the wars. 

5. Leaders: Regulars, Hamilcar, Hannibal, Fabius, the 
Scipios. *" 

6. Conquest of Greece by Rome. 

7. Territorial results of these wars. 

Map: (1) Expansion of Rome about the Mediterranean 
to 133; (2) route of Hannibal's invasion; (3) mark 
the places where battles occurred. 

Note-book: Outline the life of one of the leaders men- 
tioned above. 

XXXII. The Growth of Plutocracy (264-133 B. C). 

1. Roman rule in the provinces. 

2. Conditions in Rome and Italy after the Punic wars. 

3. The government in 133 B. C. ; senate ; magistrates ; the 
assemblies. 

4. Foreign influences on culture and morals. 

5. Scipio and Cato compared. 

Note-book: (1) Causes of the decay of Roman character: 
(2) the Roman senate. 

XXXIII. The Beginning op the Revolution: the Gracchi, 
Marius and Sulla. 

1. Need of political and economic reform. 

2. Tiberius Gracchus and economic reform. 

3. Caius Gracchus and political reform. 

4. Why the Gracchi failed. 

5. Marius and the new army. 

6. The Italians gain Roman citizenship. 

7. Marius and Sulla. 

Map work : Study all previous maps in the text. 
Note-book: (1) The Roman public lands; (2) the work 
of the Gracchi brothers. 



XXXIV-XXXV. The Fall of the Republic: Pompey, 

C^SAR, AND OCTAVIUS. 

1. Pompey to 62 B. C. 

2. The conspiracy of Catiline ; Cicero. 

3. The first triumvirate. 

4. Julius Caesar in Gaul. 

5. Civil war. Caesar vs. Pompey. 

6. The government of Caesar; estimate of his work. 

7. Octavius (or Octavianus) 'becomes sole ruler. 

8. Roman civilization in the "Ciceronian age." 

Map : (1) Color all provinces added from 133 to 27 B. C. ; 

(2) Locate all places mentioned in the lesson. 
Note-book: Paper on Cicero, Pompey, Caesar's Army, 

Caesar in Graul, Anthony or Octavius. 

XXXVI. IlEVIEW^ Study Problems (264-27 B. C). 
1. Compare Rome and Carthage. 2. Debate this question : 
'"Was the policy of Rome in acquiring territory outside of Italy 
a wise one?" 3. How did the Romans get a navy? 4. The Car- 
thaginians in Spain. 5. Describe Hannibars invasion of Italy. 
6. Why did he not conquer Rome ? 7. Why did Rome interfere 
in the East? W'hy did Rome destroy Corinth and Carthage? 
8. How did Rome organize the territory conquered outside of 
Italy ? 9. Compare the federal policy of Rome inside Italy with 
the imperial policy outside. 10. 'P'^ects of the Roman conquests 
upon the Roman people. 11. Conditions making reform neces- 
sary. 12. Conditions making peaceful reform practically im- 
possible. 13. Describe each class of Rome about 133 B. C. 14. 
Bad effects of giving free food to the populace. 15. How did the 
senate get such control of the Roman government? 16. Com- 
pare Cato and Scipio Africanus. 17. Write a history of the 
peasant class to the death of Caius Gracchus. 18. Why did not 
the Gracchi rely upon legal methods of reform? Were they 
justified? 19. What caused them to fail? 20. How does the 
Jugurthine war show the degradation of Roman character? 21. 
Make an outline of the military organization from the regal pe- 
riod to the reforms of Marius. 22. Causes of the social war. 
23. Why did Rome become illiberal in extending the franchise? 



93 

24. What permanent good could be hoped for from the work of 
Marius or Sulla? 25. Prove that from the time of the Gracchi 
conditions are tending toward monarchy. 26. What classes 
would profit by a monarchical government? 27. What did Ma- 
rius, Sulla, Pompey, and Caesar each contribute to the devel- 
opment of a monarchy ? 28. Suppose Caesar had not conquered 
Gaul — what then? 29, Was it better that Cffisar, not Pompey, 
won? 30. Compare Caesar and Caius Gracchus as reformers, 
ol. Why did the republic fall? 32. Why was a monarchy less 
oppressive to the empire than the rule of the aristocaracy had 
been? 

XXXVII. The Empire: The Julian Emperor 
(27 B. C— 41 A. D.) 

1. The dyarchy; the rule of two — the emperor and the 
senate. 

2. The task of the emperor; the frontiers; the provinces. 

3. Authority and policy of Augustus. 

4. Public works of Augustus. 

5. Literature of the Augustan age. 

6. The succession ; Tiberius ; the position of the senate. 
Map work: Make a map of the Roman Empire in 14 A. D., 

marking the boundaries of each province and coloring 
red the frontiers that were dangerous. 
Note-book: Outline "Benefits of the imperial rule." 

XXXVIII. From Dyarchy to Monarchy ; the Claudian and 
Flavian Emperors (41-96 A. D.). 

1. Claudius ; extends the franchise ; public works ; strength- 
ens the monarchy. 

2. Nero ; Seneca ; the burning of Rome. 

3. Vespasian, Titus, and Domitian ; the destruction of Jeru^ 
salem ; public works ; destruction of Pompeii ; centralization of 
authority in the emperor. 

Map : Color the senatorial provinces red and the imperial 

provinces blue. 
Note-book: (1) The destruction of Jerusalem ; (2) Nero 

and the Christians. 



94 

XXXIX. The Five Good Emperoes: the Limited Monarchy 

(96-180 A. D.). 

1. Why called the "good emperors." 

2. Additions to the empire : Daeia ; the East. 

3. Administration of Trajan. 

4. Administration of Hadrian. 

5. Administration of Marcus Aurelius. 

6. The early Christians. 

7. Public works of the period ; architecture ; sculpture. 

8. Literature: the "Silver age." 

Map: (1) Mark the additions to the empire made under 
the "Good Emperors"? (2) the fortifications of Had- 
rian. 

Note-book: (1) Marcus Aurelius ; (2) the early Christians. 

XL. Eeview. Study Problems (27 B. C.-180 A. D.). 
1. What classes lost and what gained by the establishment of 
the new monarchy? 2. Compare the government of Augustus 
with that of Csesar. 3. Why was suicide common at this period ? 
4. Compare the public works of Rome with those of Greece. 
Which were the more useful? 5. WTiat republican forms and 
institutions survived under Augustus? 6. Why was the senate 
unfriendly to the Emperor? 7. Were the provinces better gov- 
erned under the republic or under the empire? 8. How did 
Rome benefit the countries she conquered? 9. Were the advan- 
tages of Roman rule greater than the disadvantages ? 10. Why 
did the emperors not continue to expand the Roman Empire? 
11. Write a history of. slavery to the time of Nero. 12. Show 
how the provincials became more influential in Roman affairs. 
13. Outline the history of the extension of the citizenship. 14. 
Explain this : ' ' Like their god Janus, the Roman emperors have 
a double face. ' ' 15. Prove that Rome improved morally between 
the time of the Gracchi and the time of Marcus Aurelius. 16. 
Can you account for the fact that the good emperors most se- 
verely persecuted the Christians? 17. What frontiers were in 
danger? 18. If you had been a provincial which would you 
have preferred, the empire or the republic? Why? 19. Why 
were the Christians so disliked? 30. Compare the imperial au- 



95 

thority under Marcus Aurelius with that under Augustus. 21. 
Write a paper on Roman architecture, 22, Write a paper on 
Roman sculpture. 

XLI. A Century of Revolution: the Barrack Emperors 
(180-284 A, D,), 

1. Causes: lack of law of succession; reliance upon the 
army; the Pretorian Guard, 

2. Ceptimus Severus and Caracalla: administration; the 
jurists ; extension of the franchise ; taxation. 

3. The ' ' Thirty Tyrants ; " the barbarian invasions, 

4. Aurelian restores order. 

5. Loss of territory and prestige ; significance of the build- 
ing of walls. 

Map work: Mark on an outline map (1) all places men- 
tioned ; (2) territory lost by the Roman emperors before 
Aurelian. 
Note-book: Outline (1) causes of the decline of the Roman 
Empire ; the Pretorian Guard, 

XLII. From Diocletian to Constantine Absolute Mon- 
archy (284-337 A. D.). 

1, Reorganization of the empire under Diocletian : the four 
rulers and their duties. 

2, Constantine and the removal of the capitol. Significance 
of this removal. 

3, Christianity, a state of religion, 

4, Causes of the decline of Rome, 

5, The decline of culture, ? 

Map work : INIap of the Roman Empire, showing the pre- 
fectures and dioceses about 305. 

Note-book: (1) Constantinople; (2) Constantine; (3) 
Diocletian; (4) the rise of Christianity, 

XLIII. The Barbarian Invasion and the Fall of the West- 
ern Empire (337-475 A. D.), 

1. Julian the apostate ; Theodosius. 

2. The Germans; character; civilization; tribes. 

3. Germans come into empire (1) gradually and peacefully; 



96 

(2) hostile invasions. 

4. Alaric, Stilicho, Gaiseric, Attila. 

5. The end of the empire of the west. 

6. Why the empire "fell." 

Map work: (1) Locate the German tribes in their original 
homes J (2) show their lines of march in the Roman 
Empire; (3) the places where they settled. 

Note-book: (1) The early Germans; (2) Julian the apos- 
tate; (3) a German invasion. 

XLIV. The Barbarian States. 

1. Condition of Europe about 476, 

2. The barbarian kingdoms; government; the two peoples; 
religion. 

3. Influence of Rome upon the barbarians. 

4. Results of the invasions ; religion ; fusion of peoples ; bar- 
barian codes of laws. 

Map : The German states about 525. 
Note-book: (1) Theodoric; (2) Arianism. 

XLV. The Eastern Empire; Charlemagne's Empire. 

1. Justinian ; the civil laws ; his wars. 

2. Lombards; Anglo-Saxons. 

3. The Franks and the Pope ; the Mohammedans. 

4. Charlemagne's Empire. 

Map: (1) Charlemagne's Empire; (2) the Eastern Em- 
pire of Justinian's time. 

Note-book: (1) The Roman law; (2) the Pope; (3) Char- 
lemagne; (4) Mohammed; (5) iconoclastic controversy. 

XL VI. Private and Social Life op the Romans. 

1. The family. 

2. The Roman house and furniture. 

3. Slaves, freedmen, clients. 

4. Social life and amusements. 

5. Religion ; pagan and other religions. 

6. Occupations. 

7. Morals and manners. 

8. Death ; funeral customs. 



97 

9. Eoman schools and education. 

10. Dress and ornament. 

11. Food and drink. 

Pictures: Review all that can be had. 

Note-book: Expand the above outline in the note-book. 
(Read Preston and Dodge's Private Life of the Ro- 
mans.) 

XLVII. Summary of Ancient History. 

1. The three fields of ancient history: the Orient, Greece 
and Rome. 

2. Principal divisions of each field; principal dates. 

3. The task of the Orient. 

4. The civilization of Greece and its influence on later times. 

5. The mission of Rome. 

6. Influence of the ancient civilizations upon modern culture ; 
religion; art; government; social customs; literature; inven- 
tions; sciences; industry; intellectual and moral ideals; law, 
etc. 

XLVIII. Review. Study Problems. (180-800 A. D.) 
1. Elements of weakness in the empire before Commodus. 
2. New causes of decline, 180-284. 3. Account for the great in- 
fluence of the armies. 4, Why were the frontier walls "monu- 
ments of the weakness and decay of Rome?" 5. Compare the 
Revolution, 133-27 B. C, with the revolution 180-284 A. D. 6. 
Can you justify the despotism of Diocletian? 7. Why was a new 
capitol necessary? 8. Why was Christianity made a state re- 
ligion ? 9. Show that the Christian church was organized like the 
Roman Empire. 10. Show that the 'Germans and Christians 
weakened the empire. 11. Explain: "The empire was a great 
tax collecting and barbarian fighting machine." 12. Why did 
the eastern part of the empire stand so much longer than the 
western ? 13. Why did the Greeks and Romans become civilized 
before the Germans? 14. Compare the early Germans with the 
early Greeks and Romans. 15. Relations of the Germans azid 
Romans from Marius to 376 A. D. 16. Origin of the word 
"vandalism." 17. Causes of the "fall of the Western Empire." 
18. Would the people of the time notice the "fall" of Rome? 



98 

Why? 19. What did the Germans get from the Romans? 20. 
Why is the period 400-800 called "the Dark Ages?" 21. Prove 
that the Germans were not hostile to the Roman civilization. 
22. Why did the Ostrogoths and the Vanals fail? 23, Prove 
that Constantinople was the "bulwark of Europe." 24. Which 
battle was the most important: Marathon, Salamis, Metaurus, 
Aetium, Adrianople, Chalons, or Tours? 25. Was Charlemagne 
a Roman emperor? 26. Compare the empire of Charlemagne 
with the empire of Diocletian. 27. Who do you think was the 
most important character of Roman history ? 

SYLLABUS OF MEDIEVAL AND MODERN EUROPEAN 
HISTORY, 800-1916 A. D. 

Text: Myers' Mediaeval and Modern History. Three times 
a week. Third year. 

The field of Mediaeval and Modem History is a vast and 
complex one. Only the most important subjects can be taught. 
In teaching the middle ages, emphasize its transitional character 
and ite few great institutions; show how it is related to the 
classical past, and how it broadens into modem times; study 
the Germans, the Church, the Universities, feudalism and chiv- 
alry ; center the work around these large topics ; make it plain 
that national life hardly existed. In this period pictures are 
specially useful in aiding to an understanding of the time. In 
modern history note the change of ideas and ideals, the influ- 
ence of great inventions, the rise of modem states, the develop- 
ment of international relations, the increasing complexity of 
social and industrial conditions, the expansion of the civilized 
world, the spread of intelligence, and the progress of democracy. 
Constant comparison should be made with frequent reference to 
earlier periods. 

Both teacher and pupil will find Leadbetter's "Outlines and 
Studies" (published by Ginn & Co.) a useful companion to the 
text, which it was designed to accompany. The syllabus is to 
a considerable extent based upon it. Map work is indicated 
in the syllabus. The Outline Atlases of McKinley or of Atkin- 
son, Mentzer and Grover (free copy to teachers), will be good 



99 

guides for this work. Much pictorial material is available. See 
the references to map and picture work in the Ancient History 
syllabus. The student's note-book should contain the reports 
made on the topics suggested at the end of each chapter, and 
either a topical outline of each chapter or the review work written 
out in full. 

REFERENCE LIST. 

Robinson, History of Western Europe (Ginn & Co.). 

Cheyney, Social and Industrial History of England (Mac- 
millan). 

Emerson, Medieval Europe (Ginn). 

Robinson, Readings in European History (Ginn). 

Green, Short History of the English People (Harper). 

Mathews, The French Revolution (Longmans). 

Lowell, Governments and Parties in Continental Europe 
(Houghton). 

Bateson, Mediseval England (Putnam). 

McCabe, Abelard (Putnam). 

Johnston, Napoleon (Scribner). 

MEDIEVAL AND MODERN HISTORY. 

I. General Introduction. 

1. Periods of European History (476-1916). 

2. Meaning of ''Fall of Rome." 

3. The chief factors in European civilization: the classical, 
the Christian church, the Germanic races. 

Map work : Review the maps of the later Roman Empire ; 

the Barbarian Invasions. 

Note-book : A description of Europe about 500 A. D. 

II. Review. 

1. Greek contributions to ei^alization (Review). 

2. Latin contributions to civilization (Review). 

3. The Christian Church in the Roman Empire (Review). 

4. The Teutonic Races (Review). 

III. The German States ox Roman Soil. 
1. The principal invading tribes and their places of settle- 
ment. 



100 

2. Relations between German rulers and Roman subjects. 

3. Reasons for the special importance of the Franks, the Lom- 
bards and the Anglo-Saxons. 

Map: The German states about 500 A. D. 

Note-book: One of the topics for reports on page 13. 

Hereafter take subjects for topical reports from the list; 

given at the end of each chapter of the text. 

IV. The Church. 

1. Christian Church after the fall of the Western Empire. 

2. The conversion of the Teutonic invaders. 

3. Influence of paganism upon Christianity. 

4. The monastic orders and their services to civilization. 

5. The Papacy and the church organization in the Middle 



Ages. 



Map : Pepin 's Gift to the Pope. 



V. Fusion of Latin and Teuton. 

1. Absorption of the Teutons by the Latins and the rise of 
Romance nations. 

2. The development of Romance languages. 

3. The Teutonic legal customs. 

4. The influence of Roman law. 

VI-VII. Review Topics and Questions. 
1. Give some examples of the influence of the physical fea- 
tures of Europe upon its history. 2, "Why is the expression 
"Fall of Rome" misleading? 3. Name the special virtues of the 
Teutons. 4. Compare the German barbarians with the North 
American Indians. 5. Picture the march of the Visigoths from 
the Danube to Spain. 6. Which of the barbarian chiefs showed 
the most kingly qualities? 7. Account for the success of the 
Franks. 8. Prove that Clovis was a great leader. 9. Which was 
"the one purely German nation" that rose upon the wreck of 
Rome? 10. Debate this: Was it better for civilization 
that the Germans broke up the Roman Empire ? 11. Who has 
been called the "John Eliot of the Germans," and for what rea- 
son? 12. Of what political importance to the Franks and the 
Angles was their conversion to the orthodox Catholic faith? 



101 

13. Discuss this: "The missionaries from Ireland laid the cor- 
nerstone of Western civilization on the Continent. ' ' 14. Account 
for the rapid spread of monasticism, 15. Estimate the good work 
of the monasteries. 16. In what ways did the organization of the 
Church resemble that of the old Koman Empire? 17. Describe 
the conditions which led the church to assume many functions of 
civil government. 18. Summarize the German additions to the 
ancient civilization. 19. Compare the German conquest of Rome 
with the Roman conquest of Greece. 20. Why was Latin more 
easily corrupted in the German-Roman provinces than English is 
to-day by foreigners in the United States? 21. What advantages 
did Latin have in its struggle with the Teutonic tongue? 22. 
Prove that the German laws were cruder than the Roman laws. 
23. What German institution was the germ of the modern legis- 
lature ? 

VIII. The Eastern Empire. 

1. Justinian the lawgiver. 

2. The Corpus Juris Civilis. 

3. Services of the Eastern Empire to Western Civilization. 
Map: Eastern Empire about 550 A. D. 

IX. Rise of Mohammedism (622 — ). 

1. Arabia: the country and the people. 

2. The career of Mohammed. 

3. The Mohammedan doctrines. 

4. Expansion of Moslem power. 

5. The civilization of the Saracens: good and evil of their 
religion. 

Map : The IMoslem power in 750. 

X. Charlemagne's Empire. 

1. The Franks and the Pope. 

2. Charlemagne as a man and as a ruler. 

3. The organization of the Empire. 

4. Decline of the Empire. 

Map: Mark the boundaries of Charlemagne's Empire; 
the boundaries of the three Kingdoms at the treaty of 
Verdun. 



102 

XI. The Invasion op Northmen, 

1. Charaeteristics of the Northmen. 

2. Expansion and colonization. 

3. The Danes in England. 

4. Norsemen in France (Normandy). 

Map : Scandanavia in the ninth century. 

XII-XIII. Review Topics and Questions. 
1. What does Europe owe to the Eastern Empire? Prove 
that Belisarius was a great commander. 3. Explain this state- 
ment about Justinian: "A man of Slavonian birth, he ruled 
over a people who spoke Greek and called themselves Roman, 
to whom he issued a law book which few^ of them could either 
read or understand. " 4. What parts of the world are still under 
the influence of Roman law? 5. How did the Roman law reach 
Louisiana? 6. Conditions which prepared the way for Moham- 
med. 7. Account of the Christian and Jewish elements in the 
Moslem faith? 8. Why were the Mohammedans such fierce 
fighters? 9. Compare the work of Boniface with the work of 
Mohammed. 10. Why were the Mohammedans checked by the 
Christians more easily in the West than in the East? 11. Prove 
that Arab -Spain was the most enlightened country of the time. 
12. The greatest deed of Charles Martel. 13. Why was the 
alliance of the Papacy with the Franks so important ? 14. Was 
Charlemagne a Frenchman? 15, Make a list of the important 
things he did. 16. What special interest attaches to the Stras- 
burg Oaths? 17. Reasons for the migration of the Northmen. 
18. Where did they settle ? 19. Good and bad results of the set- 
tlement of Northmen in France and in England. 

XIV-XV. Feudalism and Chivalry. 

1. The origin and meaning of feudalism. 

2. Its essential elements. 

3. Relation of lord and vassal. 

4. Feudal ceremonies. 

5. The condition of the serfs. 

6. Result of feudalism. 

7. Relation of chivalry to feudalism. 

8. Its spirit and ideals, 

9. Its influence upon the manners and customs of the time. 



103 

XVI. The Norman Conquest op England. 

1. Normandy: the place and the people. 

2. 'The extent of Norman power in Europe. 

3. William the Conqueror and the conquest of England. 

4. Norman rule in England and its results. 
Map : England, 1065 and 1066. 

XVII. The Emperors and the Popes (962-1122). 

1. Conflicting views as to the relations of Pope and Emperor. 

2. The restoration of the Empire and the Papacy. 

3. Gregory VII and Henry IV. 

4. Questions at issue and the result. 

Map : Holy Homan Empire, 1000 A. D. 

XVIII. The Crusades. 

1. Causes of the Crusades. 

2. The principal Crusades. 

3. Crusaders' states in the Holy Land. 

4. Results of the Crusades. 

Map : Europe and the East, 1095 ; routes of the princi- 
pal Crusades. 

XIX. Review Topics .^^d Questions. 
1. What public need caused the development of feudalism? 

2. Explain: "No land without a lord, no lord without land." 

3. Show ho^v benefices were ' ' a sort of money. ' ' 4. Meaning of 
the word "vassal" in feudal days and now. 5. How did feudal- 
ism weaken the hold of the landlord and the power of the 
king? 6. Describe the cultivation of land by the serfs? 7. 
What do you learn about Chivalry from Marmion and Ivanhoe ? 
8. Compare the tournaments with the games of the Greeks, with 
the gladitorial combats of the Romans. 9. In what countries 
did the Northmen (Normans) settle and where did they exert 
the most influence ? 10. Explain fully why William was able to 
defeat Harold. 11. What features of feudalism did William take 
care not to introduce into England? 12. What good did the 
Norman rule do England ? 13. What language did the Normans 
in England speak? the English? 14. Describe the "Bayeux 
tapestry." 15. Compare the claims to power of Henry IV with 



104 

those of Gregory VII. In what respects do they conilict"^ 16. 
Show how feudalism made trouble between the state and the 
church. 17. The effect upon Germany of the investure struggle. 

18. Conditions in Asia which helped to cause the Crusades. 

19. How did the crusades result in strengthening the power of 
the king of France? In more self-government for the cities of 
England? 20. Find out the history of the horses of St. Marks. 
21. Compare the military religious orders with the monastic or- 
ders. 22. Significance of the Children's Crusade. 23. Com- 
pare the temper of the early Christians with that of the Cru- 
saders. 24. j\Iake a list of the various motives that actuated the 
Crusaders. 

XX. Church and State (1122-1431). 

1. The Papacy at the height of its temporal power. 

2. The services of the Mendicant Orders. 

3. The "Babylonian Captivity" and its results. 

4. The great church councils and their results. 

XXI. The Mongol and Ottoman Invasion op Europe 
(1241-1453). 

1. The three invasions : (1) Germans, (2) Saracens, and (3) 
the Turks and Mongols. 

2. Results of the Mongol invasion of Slav territory. 

3. Results of the Turkish invasion of Southwestern Empire. 
Map : Eastern Europe, 1250 to 1464. 

XXII. The Medi/Evai, Towns. 

1. Causes of the development of to\\iis. 

2. Industrial and com m ercial life. 

3. Mediaeval city organization. 

4. The Italian despots and the city republics. 

5. Services of the towns to civilization. 

Maps: The Hansa Towns; Mediseval Trade Routes. 

XXIII. Education and Learning During the Middle Ages. 

1. The rise and organization of the Universities. 

2. The subjects of study. 

3. The methods of instruction. 



105 

4. Mediaeval student life. 

5. Scholasticism of the Schoolmen. 

6. The art of the Middle Ages. 

XXIV-XXV. Review Topics and Questions. 
1. State the questions at issue in the struggle between the 
kings and the popes during the late IMiddle ages. 2. Account 
for the influence of the mendicant friars. 3. Effects of the re- 
moval of the papal seat to Avignon. 4. Causes and results of 
the Great .Schism. 5. E«view the text relating to the Church and 
explain each technical term, as : bull, interdict, benefit of clergy, 
etc. 6. Why was there so little town life in the early Middle 
Ages? 7. Why did the kings offer privileges to towns ? 8. Com- 
pare the guild to the modern trade union and to the trust. 9. 
Prove that the business methods of the ^liddle Ages were unlike 
those of to-day. 10. Describe the development of a university. 
11. What was the difference between a university and a college 
in the Middle Ages? to-day? 12. Explain: first, second and 
third estates. 

XXVI-XXVII-XXVIII. The Growth of the English Na- 
tion TO 500. 

1. Decline of feudalism and the rise of national states. 

2. Saxon, Danish, and Norman England (Review). 

3. The Plantagenet period: (a) The six early Plantagenets ; 
(b) Administrative reforms; Magna Charta; (c) Rise of Par- 
liament. 

4. The troubles with Scotland. 

5. The Hundred Years War. 

6. The War of the Roses. 

7. English language and literature. 

Map: England, 1154 to 1500; the Hundred Years War. 

Note: It is suggested that as much time as possible 
throughout the year be devoted to the history of Eng- 
land at this point and at pages 334, 420, 480, 599, and 
669. Give extra topics and library work. 

XXIX-XXX. The Rise of France (987-1328). 

1. The Franldsh state (Review). 

2. The rise of the Capet family ; the Valois line. 



106 

3. The English influence in France. 

4. The struggle between the king and the feudal nobles. 

5. The Crusades. The Templars. 

6. The consolidation of the state. 

7. The French language; troubadours; trouveurs. 
Map : France, 1180, 1328. 

XXXI. Spain and the Middle Ages. 

1. The Gothic and the Moorish invasion (Review). 

2. The Christian states and the Moorish wars. 

3. The Spanish Inquisition. 

4. Spanish language and literature. 
Map : Spain, 1100, 1210, 1492. 

XXXII-XXXIII. Germany and Italy in the Late Middle 
Ages (1000—). 

1. The Frankish Empire (Review). 

2. The revival of the Empire : Otto and the Hohenstauf ens. 

3. The Emperors and the Popes (Review) : Results for Ger- 
many and Italy. 

4. Growth of towns in Germany and Italy. 

5. Why no national government in either state ? 

6. German literature. 

- 7. Italian language and literature. 

Northern Europe. 

8. Rise of Russia. 

9. The Scandinavian states. 

XXXIV-XXXV. Review Topics and Questions. 
1. The English kings and the papacy. 2. "What prevented 
absolute monarchy in England? 3. Compare Parliament and 
the estates general. 4. Edward I was called "the English Jus- 
tinian." Why? 5. Why was the Model Parliament so called? 
6. Debate this proposition: "Fortunately for England, she lost 
her French possessions." 7. In what ways did the Hundred 
Years War help to end the Middle Ages ? 8. Obstacles in the way 
of the early French kings. 9. Bouvines was the "first modem 
battle." Explain. 10. What prevented the Estates General 
from becoming as important as Parliament? 11. Trace the his- 



107 

tory of our word Seigniorage." 12. Did the "Third Estate" 
mean "the people"? 13. Compare Moslem Spain with Christian 
Spain. 14. For what reason should Queen Isabella be mentioned 
in American history? 15. King Ferdinand was "the father of 
international politics. ' ' Explain. 16. Why were the Spaniards 
out of sympathy with other Europeans? 17. Evils of the con- 
nection of Germany and Italy. 18. Compare Otto and Charle- 
magne. 19. Evils of the elective system in Germany. 20. Trace 
to its origin our word "steelyards." 21. Meaning of the double- 
headed eagle on the German flag of to-day. 22. Italy was but 
"a geographical expression." Explain. 23. Why did feudalism 
never gain a strong hold in Italy? 24. Italy was "an old man 
of the sea " upon the neck of Germany. Explain. 25. Compare 
an Italian despot with an American city "boss." 26. How did 
the Tartar invasion aid civilization? 27. Why did Constanti- 
nople hold out so long after the fall of the Western Empire? 
28. Why are the Turks allowed to remain in Europe? 

XXXVI-XXXVII-XXXVIII. The Renaissance. 

1. What was the Renaissance Movement? 

2. Conditions making possible the Italian Renaissance. 

3. The literary aspects of the Renaissance : the New Learn- 
ing; the Humanists; printing. 

4. Artistic revival; painting; sculpture; architecture. 

5. The geographical discoveries: the New World. 

6. Results, good and evil, of the Renaissance. 

XXXIX. The Protestant Revolution and the Catholic Re- 
formation. 

1. Nature and causes of the movement. 

2. The Humanists of Germany and England. 

3. Tetzel and indulgences. 

4. ^lartin Luther and the German revolution. 

5. Catholic reaction: Catholic reformation. 

6. Results of the Protestant Revolution and the Catholic 
Reformation. 

XL. Review Questions and Topics. 
1. Compare a man of the ]\Iiddle Ages with a modern man, 
2. The Italians were "the first born among the sons of modem 



108 

Europe." Explain. 3. Explain how the classics influenced the 
Renaissance. 4. Show how popes and civil rulers aided the 
Renaissance. 5. Compare the Renaissance in Italy with, the 
Renaissance in Germany, in France. 6. Explain why the Renais- 
sance brought certain pagan influences. 7. Unsolved problems 
left by the Middle Ages for modern times. 8. Contributions 
of the Middle Ages to civilization. 9. Trace the history of the 
jury system. 10, Compare the kingship in Prance with the king- 
ship in England. 11. What mediseval institutions exist to-day? 

12. Conditions which forced the search for a new route to India. 

13. What had pepper to do with the discovery of America? 

14. Compare Toscanelli's map and Behaim's globe with a modern 
map and globe. 15. Why were Spain and Portugal earlier 
than England and France in exploring and colonizing? 16. 
Show that the Protestant Revolution was a political and social 
as well as a religious movement. 17. Compare Luther with 
Erasmus, with Calvin. 18. Were the Protestants more tolerant 
than the Catholics? 19. Compare the peasant wars in England 
and France with the German peasant revolt. 

XLI. The Ascendency of Spain. 

1. The Spanish power under Charles V. 

2. Charles V and the Protestant Revolution. 

3. Charles V and France. 

4. Phillip II: character and policy. 

5. Decline of Spain. 

Map : The Possessions of Charles V. 

XLII-XLIII. England Under the Tudors. 

1. England before the Tudors (Review). 

2. Henry VII founds a strong monarchy. 

3. Henry VIII and the breach with Rome. 

4. Edward VI and Radical Protestantism. 

5. Mary and the Catholic reaction. 

6. The reign of Elizabeth. 

7. Elizabethan literature. 

XLIV. The Rise of the Dutch Republic. 

1. The Netherlands: the country; the people. 

2. Revolt from Spain. \ \ 



109' 



3. William of Orange. 

4. Wars and independence. 

XLV. Review Topics and Questions. 
1. Meaning of ' ' balance of power. ' ' 2. Causes of .dispute 
between Francis I and Charles V, 3. Causes of the decline of 
Spain. 4. An estimate of Henry VIII. 5. Causes, immediate 
and remote, of the separation of the English from the Roman 
church. 6. Prove that Elizabeth was a great ruler. 7. Make a 
list of the great men of her time. 8. Causes of the revolt of the 
Low Countries. 9. Compare William of Orange and George 
Washington. 

XL VI. Religious Wars in France. 

1. The Protestant Revolution in France. 

2. Position of the Huguenots in the state. 

3. Religious wars and the Edict of Nantes. 

4. The reign of Henry IV. 

5. Richelieu and the Huguenots. 

XL VII. The Thirty Years Wae. 

1. Causes and general character of the war. 

2. The four periods of the war. 

3. The peace of Westphalia. 

4. Results of the Thirty Years War. 

XL VIII. Review Topics. 
1. Causes of the growth of the Huguenots. 2. How did the 
Huguenots become a political party? 3, Character of the re- 
ligious wars in France. 4. Show that the independent political 
power of the Huguenots was dangerous to France. 5. Causes of 
the Thirty Years War. 6. Motives of the several combatants. 
7. Make a list of the results of the war. 

XLIX. The Age of Absolute Monarchy. 

1. The doctrine of the divine right of kings. 

2. The enlightened despots. 

France Under Louis XIV. 

1. France before Louis XIV (Review). 

2. Louis XIV : character and aims. 



■no 

8. The wars of Louis XIV. 

4. France in Ameriea. 

5. Court of Louis XIV. 

6. Causes of decline after Louis XIV. 

L-LI-LII. The Stuarts and the Politicai. Devolution in 

England. 

1. The Tudor period (Review). 

2. James I and Parliament. 

3. Colonization in America. 

4. Charles I and Parliament. 

5. The Civil War. 

6. The Commonwealth and the Protectorate. 

7. The Restoration; Charles II. 

8. Despotism of James II. 

9. The revolution of 1688. 

Map: England at the beginning of the Civil Wars, show- 
ing territory held by the king and territory held by 
Parliament. 

LIII. Review Topics and Questions. 
1. Conditions which led many people to prefer absolutism. 
2. Compare the nobles of England with those of France. 3. 
Prove that Louis XIV was not as great as Henry IV, his grand- 
father. 4. Account for the weakness of the French colonies. 
5. Compare James I and Louis XIV. 6. What advantage as to 
power had a French king over an English king? 7. Can you 
justify the execution of Charles I? ,8. Why did the Common- 
wealth and Protectorate fail ? 9. Results of the Puritan Revolu- 
tion and the Revolution of 1688. 

LIV. Rise of Russia. 

1. Russia before Peter the Great (Review). 

2. Peter the Great : character and aims. 

3. War between Russia and Sweden. 

4. Catherine the Great. 

5. Expansion of Russia. 
]\lap : Rise of Russia. 



Ill 

LV. Rise op Prussia. 

1. The beginning of Prussia (Review). 

2. The great Elector Frederick William. 

3. Unification and expansion of Prussia. 

4. Frederick the Great, enlightened despot. 
Map : Rise of Prussia. 

LVI-LVII. The Expansion of England. 

1. Queen Anne and the House of Hanover. 

2. The English expansion into America. 

3. Expansion into India. 

4. Conditions in Europe affecting the colonies. 

5. Growth of cabinet government. 

6. Moral reform: Methodist movement; slave-trade abol- 
ished, etc. 

7. The American Revolution. 

8. The industrial revolution. 

Map: British Empire in 1713, 1765, and 1785. 

LVIII. REVIEV7 Topics and Questions. 
1. What made Russia more Asiatic than European? 2. Prove 
that Peter was a great ruler. 3. Prove that, judged by our 
standards, he was a bad man morally. 4. Why did he want ' ' a 
window to the west"? 5. How did the Crusades influence Prus- 
sia? 6. Compare Frederick the Great with Louis XIV, with 
Peter the Great. 7. Criticise Frederick's policy toward Maria 
Theresa. 8. Trace the development of English sea power. 9. 
What enabled England to conquer the French colonies? 10 
Was it better for civilization that the American colonies won 
their independence? 11. Compare the English Cabinet with the 
American. 

LIX-LX. The French Revolution. 

1. The government of the benevolent despots ; their theories 
(Review). 

2. Conditions in France causing the Revolution. 

3. The Estates-General and the National Assembly (1789- 
1791) : The First French Constitution. 

4. The Legislative Assembly (1791-1792). 



112 

5. The National Convention (1792-1795). 

6. The Terror (1793-1794). 

7. The Directory (1795-1799). 
Map: Europe in 1789. 

LXI-LXII. Napoleon. 

1. The Consulate (1799-1804). 

2. The constructive work of Napoleon. 

3. The French Empire (1804-1815). 

4. Napoleon's wars. 

5. The Continental System. 

6. The national reaction against Napoleon. 

7. An estimate of Napoleon and his work. 
Map: The French Empire, 1811. 

LXIII. Review Topics. 
1. Prove that the French people in 1789 were in no worse con- 
dition than others. 2. Why did the Revolution .begin in France ? 
3. What countries felt the Revolution? 4. Account for Napo- 
leon's rapid rise. 7. Why did he sell Louisiana? 8. Explain 
why Napoleon failed. 9. What of his work has lasted ? 10. Sum 
up, the results of the Revolution. 

LXIV. The Reaction : the Age of Metternich. 

1. The Restoration : Louis XVIII and Charles X. 

2. The Revolution of 1848 and the second republic. 

3. The second empire. 

4. The third republic. 

LXVI. England in the Nineteenh Century. 

1. Growth of Democracy. 

2. Removal of religious disabilities. 

3. The Irish question. 

4. Economic reform. 

Map: British Empire in 1905. 

LXVII. Review Topics and Questions. 
1. Prove that the Congress of Vienna was reactionary ; that 
it was unwise. 2. State the views of Metternich and compare 
them with those of Americans. 3. Compare Europe of 1815 with 



113 

Europe of 1914, 4. Why was France so long- in settling down to 
a stable government? 5. Compare the revolutions of 1830 and 
1848 with the revolution of 1789-1815. 6. England has been "a 
political model for Europe." Explain. 7. Why do we find re- 
form instead of revolution in England? 8. Make a list of Eng- 
lish reforms during the nineteenth century. 9. Why are there 
more Irish than English in America? 

LXVII. Spain in the Nineteenth Century. 

1. Spain during the French Revolution (Review). 

2. The revolution of the Spanish colonies in America. 

3. The Holy Alliance and the Monroe Doctrine. 

4. The Spanish- American War, 1898. 

Map : The Spanish possessions, 1815, 1916. 

LXIX. The Unification of Italy. 

1. Italy in 1815. 

2. Struggle against Austrian rule. 

3. The leadership of the House of Piedmont. 

4. The gradual unification of Italy. 

5. The Papacy and the Italian state. 

6. Italy of to-day. 

LXX. The Unification of Germany. 

1. Germany in 1815. 

2. The struggle for liberty and union, 1815-1848. 

3. Policy of William I and Bismarck. 

4. Wars with Austria and France. 

5. Gei*many since 1871. 

LXXI. Austria-Hungary. 

1. Austria in the German Confederation (1815-1866). 

2. The Revolution of 1848. 

3. The War of 1866. 

4. The race question. 

Map : Races in Austria-Hungary. 

LXXII. Russia Since 1815. 

1. Alexander I. 

2. Policy of Nicholas I. 



114 

3. The Polish question. 

4. The emancipation of the serfs. 

5. The Eastern question. 

6. Nihilism and absolutism. 

7. The War with Japan. 

Map : Russian Empire, 1900 ; Europe of to-day. 

LXXIII. Review Topics and Questions. 
1. Trace the development of Italian unity. 2. Meaning of 
"Itala fara da se"? 3. Compare Mazzini with Garibaldi, with 
Cavour. 4. What is the "Roman Question"? 5. How did Ger- 
many become a consolidated state? 6. Why did so many Ger- 
mans come to America, 1848-1852? 7. Compare Bismarck and 
Cavour. 8. Compare the German government with the Ameri- 
can. 9. Reasons for Spain's backwardness in the nineteenth 
century. 10. How did Switzerland become a real state ? 11. In 
what respects is Russia backward? Why? 12. What is "The 
Eastern Question"? Meaning of "The Sick Man of Europe"? 
14. Are the Russians capable of self-government ? 
LXXIV-LXXVI. Expansion op Europe in the Nineteenth 

Century. 

1. The revival of interest in colonial expansion. 

2. The partition of Africa. 

3. England in America, Asia, Africa, Australia. 

4. France in Africa, Asia. 

5. Germany in Africa and Asia ; China. 

6. Russian expansion to the East; the trans-Siberian Rail- 
way. 

7. The expansion of the United States. 

8. Problems : China, Japan, the civilization of the advanced 
and backward races. 

Maps : Color a world map for each colonial empire. 

LXXVII. The New Age. 

1. The Hague Conference. 

2. The Labor Problem. 

3. Socialism. 



115 

LXXVIII. Review Topics and Questions. 
1. Why do the European states desire colonies? 2. Name 
the great colonial powers with their possessions. 3. Criticise the 
colonial policies of Belgium, Germany, France, United States, 
England. 4. Prove that the Boers were behind the times. 5. 
Show how the desire for expansion may result in international 
complications. 6. How much of the world has been civilized 
during the nineteenth century? Compare the world of to-day 
with the world of 1800 ; the world of 1800 with the world of 
Charlemagne. Which is the greatest contrast? 

SYLLABUS OF AMERICAN HISTORY. 

Text: Stephenson's American History. Fourth year. 

American institutions and the American people are of Eu- 
ropean origin; Colonial America was merely an expansion of 
Europe into the New World. So American history should be 
studied and taught as closely related to European history. The 
habits, customs, ideas, and institutions of the Americans until 
the nineteenth century were those of France, Spain, and England, 
modified by the changed environment of America. And since 
the beginning of the nineteenth century there has not been a 
great deal that is distinctly new in American life. The Euro- 
pean background then must be understood or the full significance 
of American history will be missed. The European conditions 
affecting exploration and colonization, the tremendous fact of the 
substitution of the Atlantic for the Mediterranean as the center 
of the civilized world, the transplanting of European institutions 
and the development of these in the New World, the modification 
of old customs and the beginning of new ones, the conquest of 
material obstacles — these are the significant topics in early 
American history. The influence of geographical conditions 
should be constantly emphasized, and the study of wars and 
battles subordinated to the study of institutions, ideas, and 
ideals. Throughout the work there should be comparison of 
earlier and later conditions, events, and characters, and frequent 
reference to and use of history work already done. JMuch more 
reading can be done in this course than in previous courses. 



116 

Note-book work, map making and map study, the use of 
pictures and other aids have been described in the preceding 
syllabus on Ancient History. Either the McKinley Atlas of 
United States History or the Ivanhoe Historical Note-book will 
be useful as a guide in historical geography. 

REFERENCE LIST. 

Wilson, History of the American People. (Harper & Bros., New 

York.) 
Fiske, American History; Old Virginia and Her Neighbors; 

New England; Dutch and Quaker Colonies; American 

Eevolution; Critical Period. (Houghton, Miffln & Co., 

Boston.) 
Hart, Source Readers; Source Books; American History Told 

by Contemporaries. (Macmillan Company, Atlanta, Ga.) 
Fleming, Documentary History of Reconstruction. (A. H. Clark 

Company, Cleveland, Ohio.) 
Andrews, Our Own Time. (Scribners, New York.) 
Earle, Home Life in Colonial Days. (Macmillan, Atlanta.) 
Smedes, A Southern Planter. (James Pott, New York.) 

AMERICAN HISTORY. 

I. The Period op Discovery. 

1. What the Ancients knew about geography. 

2. What the people of the later Middle Ages (1450) knew 
about geography. 

3. The Norse explorations. 

4. Conditions in Europe which led to the discovery by Co- 
lumbus. 

5. Columbus: character, discoveries, career. ' 

6. Explorations and early settlements: (a) Spanish; (b) 
French; (c) English. 

Maps : The known world about 800, 1450, 1600 ; the voy- 
ages of discovery ; the first settlements of the Spanish, 
French, English. 

Note-book : Make summaries of readings. 



117 

II. The Indians of North America. 

1. Numbers and location. 

2. Character; civilization. 

3. Relations with the whites. 

III. The Southern Colonies. 

1. Conditions in England which induced colonization. 

2. Methods of colonization. 

3. Virginia, a typical southern colony : (a) settlers; (b) oc- 
cupations; (c) labor question ; (d) government. 

4. Maryland: government; religion, 

5. Carolinas : peculiar constitution. 

6. Georgia : twofold object. 

7. Relations with Indians. 

8. Life in the southern colonies. 

Map : The Southern Colonies in 1650, 1750. 

IV. The New England Colonies. 

1. The Pilgrims and the Puritans : character, religion, posi- 
tion in England. 

2. Plymouth and Massachusetts Bay; Connecticut, Rhode 
Island. 

3. Colonial government in New England. 

4. Education and the Church ; the Quakers. 

5. Home life in New England. 

6. Compare New England with the South as to character of 
settlers, government, occupations, religion, etc. 

7. The geography of New England compared with that of 
the South. 

Map : The New England Colonies, 1650, 1750. 

V. The Middle Colonies. 

1. New York: (a) The Dutch Settlers and their institutions 
and customs; (b) the English conquest; (c) growth of self- 
government. 

2. Pennsylvania, ''a Quaker Experiment"; (a) The Friends 
and their principles; (b) William Penn; (c) the Pennsylvania 
government. 



118 

S. New Jersey and Delaware. 
4. Life among the Dutch and Quakers. 
Map: The Middle Colonies, 1750. 

VI. The Spajstish in America. 

1. Location of their colonies. 

2. Motives of colonists. 

3. Spanish colonial government. 

4. Policy toward natives. 

Map:, Spanish possessions in New World, 1750, 1765, 
1825, 1900. 

VII. The French in America. 

1. Canada and Louisiana. 

2. Settlers ; missionaries and traders. 

3. Policy toward natives. 

Map : French possessions, 1765. 

VIII. The Struggle Between France and England. 

1. Location of the colonies of France and England. 

2. Causes of wars. 

3. The four intercolonial wars. 

4. The English conquest. 

Map : Locate battles and trace campaigns ; North Amer- 
ica in 1756 and 1765, 

IX. English Colonlax. DeveijOpment to 1750. 

1. Political development: representative government; taxa- 
tion ; charters ; attempts at union. 

2. Economic development. 

3. Social progress. 

4. Conditions, social, economic, and political, about 1765. 

5. Home life in the colonies. 

X. Review Topics and Questions. 
1. Knowledge of geography in 800, 1450, 1500. Why did 
Europeans want to get to India? What had the Chinese to do 
with the discovery of America ? Pepper and spices ? The Turks ? 
4. Prove that England secured the best part of America. 5. 
Show why the Englishman and the Indian could not live together 



119 

peaceably. 6. Why did the Indians like the French better? 7. 
Was "representative government" in Virginia an experiment? 
8. Show that each colonial government resembled the English 
government. 9. Point out the difference in the case of each col- 
ony. 10. Motives which induced people to come to America. 11. 
Classes of people who came. Different nationalities. 12. Make a 
list of causes of dispute between colonists and their governors. 
13. Different religious sects in America about 1750. 14. Com- 
pare the plantation life of the South with the town life of New 
England. 15. How did physical geography influence colonial 
history? 16. Compare a colonial charter with a state constitu- 
tion. 17. Different forms of colonial government. 18. In what 
respects were they like the modem state governments ? 19. Make 
a list of things now common that the colonists did not have. 20. 
Why has it always been easier to have schools in the North than 
in the South ? 21. Prove that religious toleration has not always 
existed in America. 22. Influence of tobacco in colonial life. 
23. What made North Carolina unlike South Carolina? 24. 
Compare the colonial history and government of Louisiana with 
that of Virginia. 25. Prove that the English colonies gradually 
drew toward union before 1775. 26. Which colony would you 
have preferred to live in? Why? 

XI. Causes of the Revolution. 

1. Underlying causes: distance from England; different 
social and economic and political ideals and conditions. 

2. Immediate causes : revision of laws relating to navigation 
and trade, taxation, etc. 

XII. The Revolution. 

1. The campaign in New England. 

2. The campaign in the Middle Colonies. 

3. The end of the war in the South. 

4. Growth of the idea of independence ; the declaration. 

5. Government during the Revolution. 

6. Washington. 

7. Results of the Revolution. 

Map : The three fields of campaign with dates ; the United 
States in 1783. 



120 

XIII. The Critical Period (1783-89). 

1. The Articles of Confederation. 

2. Turbulance and disorder in the states. 

3. "Weakness of the government. 

4. The Westward movement. 

5. The Convention of 1787 and the new Constitution. 

XIV. The Country in 1789. 

1. Territory and population. 

2. Agriculture and other occupations. 

3. Government and laws. 

4. Life in Washington's time. 

Map : The United States in 1789. 

XV. Federalist Supremacy. 

1. Federalist and Anti-Federalist. 

2. Washington's administration. 

3. The organization of the new government. 

4. Foreign affairs. 

5. John Adams and the fall of Federalists. 

XVI. The Jefpersonian Republicans (1801-1817). 

1- The growth of the West. 

2. Jefferson's views and policy. 

3. The courts and impeachments. 

4. iStruggle for neutral rights. 

5. Purchase of Louisiana. 

6. Madison. 

7. The Young Repulblicans and the War of 1812. 

Map : United States in 1809 ; the battles and campaigns 
of the War of 1812. 

XVII. Social and Economic Conditions After the War op 

1812. 

1. Westward expansion. 

2. Economic development. The tariff. 

3. The cotton gin and slavery. 

4. Social conditions. 



121 

XVIII. Review Topics and Questions. 
1. Make a list of the remote general causes of the American 
Revolution; of the immediate causes. 2. Does the Declaration 
of Independence give the causes accurately ? 3. Can you justify 
the conduct of the Tories ? 4. Resources of the colonies for car- 
rying on w^ar. 5. Prove that Washington was the greatest man 
of the war. 6. Prove that the fighting in the South was the 
most important of the Revolution. 7. Make a list of the defects 
of the Articles of Confederation. 8. How did the public lands 
help to hold the states together? 9. Prove that 1783 to 1789 
was a "critical period." 10. Compare the government under 
the Constitution with that under the Confederation. 11. Com- 
pare the United 'States of 1789 with the United States of 1900. 
12. What English elements has our Constitution? What orig- 
inal elements ? 13. What is the difference between making a law 
and making a treaty ? 14. Compare the political views of Wash- 
ington with those of Andrew Jackson? Difference between the 
Federalists and the Anti-Federalists. 16. Prove that the pur- 
chase of Louisiana was wise. 17. How did the War of 1812 cause 
the development of American manufactures? 18. Make a list 
of results of the War of 1812. 19. How did the Revolution and 
the War of 1812 affect Louisiana? 

XIX. Administrations op Monroe and Adams (1817-1829). 

1. The "American Theory." 

2. The second national bank, 1816. 

3. Internal improvements. 

4. Slavery and the Missouri Compromise. 

5. The Monroe Doctrine. 

6. The states and the Indians. 

7. Rise of political parties. 
Map : Slave states, 1789-1821. 

XX. Jacksonian Democracy (1829-45). 

1. Political views of the westerners; Jackson a representa- 
tive. 

2. New political methods. 

3. The spoils system. 

4. The bank controversy and other financial questions. 



122 

5. Nullification, 

6. Abolition agitation. 

7. Crisis of 1837. 

8. Political parties and platforms (1829-45) . 
Map : United States in 1825, 1845. 

XXI. The Mexican War and Anti-Slavery Agitation. 

1. Early Southern opposition to slavery. 

2. The emancipationists vs. the abolitionists. 

3. The annexation of Texas. 

4. The war with Mexico. 

5. The Wilmot proviso and the struggle over slavery in the 
territories. 

6. Compromise of 1850; personal liberty laws. 

7. Underground railroad; the Kansas-Neibraska troubles. 

8. The Republican party. 

9. Dred Scott Decision. 

10. The Lincoln-Douglas debates. 

11. John Brown raid. 

Maps: The United States in 1840, 1845, 1850, I860; pres- 
idential elections, 1852, 1856, 1860. 

XXII. The United States in 1850. 

1. Territory and population. 

2. Travel and communication. 

3. Gold as a factor in expansion. 

4. Commerce and industry. 

5. Cities and city life. 

6. Inventions and discoveries. 

7. Intellectual progress. 

XXIII. Review Topics and Questions. 
1. Why did the North not oppose the admission of Alabama, 
and later oppose the admission of Missouri? 2. What part of 
the country demanded "internal improvements"? 3. Compare 
J. Q. Adams with Andrew Jackson. 4. Compare the AVest with 
the East; the Jackson Democrats with the former Jefferson 
Republicans. 5. Why were the new states more democratic than 
the old ones. 6. How did the "spoils system" injure the gov- 



123 

ernment? 7. Make a list of the new political methods used by 
the Jackson Democrats. 8. What inventions of importance were 
so used as to increase the difference between North and South? 
9. Make a list of the differences between North and South about 
1835. Consider climate, soil, occupations, products, etc. 10. 
Why was there more manufacturing in the North than in the 
South? 11. Reasons why Texas was annexed to the United 
States.- 12. Account for the rise of abolition sentiment. 13. 
Compare their abolition sentiments with those of the Southern 
people. 14. What did most of the Northern people think of 
slavery, 1835-1860? 15. Prove that Lincoln did not, in 1861, 
intend to destroy slavery. 16. What was the meaning of John 
Brown's raid? 17. Why did the growth of the Republican party 
so alarm the South? 

XXIV. Secession and Beginning of the Civil War. 

1. Causes of secession. 

2. The Confederate government. 

3. Attempts to compromise. 

4. The policies of the two presidents. 

5. Fort Sumter and the beginning of the war 

Map: Showing (1) seceding states: (2) Union slave 
states; (3) Union free states. 

XXV. The Civil War. 

1. The resources of North and South compared. 

2. The general plan of campaign of the North ; the South. 

3. The principal armies and their leaders. 

4. The principal campaigns and their results by years. 

5. The war on the sea. 

6. Foreign affairs. 

7. The negro question during the war. 

8. Northern and Southern finances. 

9. Northern opposition to the war. 

10. Life in the Confederacy. 

11. Results of the war as to slavery, secession, and state sov- 
ereignty. 

Map: (1) The principal campaigns and battles; (2) the 
Confederacy at the end of each year. 



124 

XXVI. The Beginning of Reconstruction. 

1. Lincoln's and Johnson's plans, 

2. Opposition by Congress. 

3. The fight between Congress and the President. 

4. Attempt to remove President Johnson. 

Map: The United States showing (1) the states with rep- 
resentation in Congress, 1865-68, and the state without 
representation. 

XXVII. Reconstruction in the South. 

1. The congressional plan and the Reconstruction Acts of 
1867. 

2. The Freedmen's Bureau. 

3. Carpet-bag government in the South. 

4. The amendments to the Constitution. 

5. The Union League and Ku-Klux Klan. 

6. The election of 1876, and the overthrow of reconstruction. 
Map : The five military districts, 1867-1868. 

XXVIII. Reconstruction Period in the North (1865-76). 

1. Conditions after the war. 

2. Politics 1865-76. 

3. Westward expansion and the admission of new states. 

4. The French in Mexico and the Monroe Doctrine. 

5. The Alabama claims. 

6. The Atlantic cable and the Pacific railroad. 

7. Corruption in office. 

8. Financial affairs (1865-76). 
Map : United States in 1876. 

XXIX. Review and Topic Questions. 
1. Make a list of the causes of secession. 2. Compare the 
Confederate Constitution with the Federal Constitution. 3. Ac- 
count for the fact that England sympathized with the South. 
4. Prove that the capture of New Orleans and of Vicksburg were 
very important events. 5. Make a list of the causes of the suc- 
cess of the North. 7. "Why were the Southern mountaineers 
disloyal to the South ? 8. Make a list of the ways in which the 
South suffered more than the NTorth. 9. Make a list of the re- 



125 

suits of the war. 10. How did Congress punish the Southern 
people ? 11. Prove that Lincoln had different plans. 12. Why 
were the negro carpet-hag governments so bad? 13. Was the 
Ku-Klux movement justified? 14. Do the negroes vote now? 
Why? 15. Make a list of the causes of the failure of Recon- 
struction. 16. Was the electoral dispute of 1876 propertly set- 
tled? Prove your answer. 

XXX. The United States in 1877-1885. 

1. Self-government restored in the South. 

2. Civil service reform. 

3. Finances. 

4. Capital and labor. 

5. The new South and its problems. 
Map : United States in 1885. 

XXXI. The United States (1885-1897), 

1. Grover Cleveland's administration, 1885-1889. 

2. The Chicago anarchists. 

3. Important legislation; electoral count; presidential suc- 
cession ; interstate commerce. 

4. The tariff question. 

5. The silver coinage struggle. 

6. The Farmers' Alliance and the Populist party. 

7. Labor troubles. 

8. Foreign affairs. 

9. Cleveland and the civil service. 
Map : United States, 1897. 

XXXII. The Expansion of the United States. 

1. The war with Spain. 

2. Annexation of territory. 

3. Philippine problem. 

4. Cuban problem. 

5. The Panama Canal. 

Map : The United States in 1900. 

XXXIII. Present Problems. 

1. The trust problem. 

2. Relations between capital and labor. 



126 

3. The race question in the South. 

4. The regulation of railroads and interstate commerce. 

5. The tariff question. 

6. Problems of city government. 

7. Government of colonies. 

8. Immigration. 

9. Relations with South America. 

10. Our position in the East : the open door to China. 

11. Conservation of natural resources. 

12. Suffrage and ballot reform. 

XXXIV. Summary and Review op American History. 

1. Territorial expansion since 1607. 

2. Increase of population, 

3. Development of government since 1607. 

4. English elements in American institutions. 

5. Progress of democracy. 

6. Economic progress. 

7. Development of political parties. 

8. Religious conditions in America as compared with Europe. 

9. Social progress since colonial times. 

XXXV. Review Topics and Questions. 
1. "What is meant bv the demonetization of silver? Bi-met- 
alism? Free coinage of silver? 2. Principles of the Green- 
back party. 3. Explain the causes of the Farmers' Alliance 
movement and the rise of the People's party. 4. To what extent 
has civil service reform been accomplished? 5. What order of 
procedure was established by the Presidential Suecession Act? 
6 Compare the view^s of the Democrats on the tariff with those 
of the Republicans in 1889. 7. What was the Homestead law 
and what were its results? 8. Compare the South of 1900 with 
the South of 1860. 9. Make a list of the inventions, improve- 
ments, etc., that have influenced America since 1800. 1 0. Should 
we hold the Philippines or give them independence? 11. What 
is the tnist problem? 12. What is meant by the "open door" 
in China? 13. Make a list of arbitrations to which the United 
States has toeen a party. 14. Write a history of manufacturing 
in America. 15. A history of the staple crops in America. 16. A 



127 

history of the nejcroes. T7. Problems of immigration. 18. Make 
a list of things in which progress has been made since 1800. 
Compare the United States with European states. 

HISTORY LIBRARY LIST. 

The following list of books is recommended for the high 
school library, to supply needed references for the courses in 
high school history: 

Ancient History 

1 — Plutarch's Lives, five volumes $7.50 

2 — Gulick's life of the Ancient Greeks, Appleton publisher. 1.50 
3 — Johnston's Private Life of the Romans, Seott publisher . 1.50 

Medieval and Modern History. 

1 — Einhard's Life of Charlemagne, Harper publisher 30 

2 — Munro and Sellery's Mediaeval Civilization, Century 

Company publishers 1.00' 

3 — Mathews ' French Revolution, Longmans, publisher 20 

4 — Johnston's Napoleon, Holt publisher 1.25 

n — Green 's Short History of England 1.00 

United States History. 

1 — ^Sparks' Expansion of the American People, Seott pub- 
lisher 60 

2 — Earle's Home Life in Colonial Days, Crosset & Dunlap 

publishers 75 

3 — Eggleston's History of American Life, two volumes, 

Barnes publisher 2.25 

4 — Hart's Source Readers, four volumes 2.50 

5 — Eggleston's Southern Soldier Stories, Macmillan pub- 
lisher 1-50 

6 — Andrews' History of the United States in Our Own 

Times 3.50 

reference list. • 
Ashley, Federal State. (Macmillan Company, Atlanta, Ga.) 
Bryce, American Commonwealth. (Macmillan Company, At- 
lanta.) 
Hart, Actual Government. (Longmans, New York.) 



128 

Johnston, History of American Politics. (Holt, New York.) 
MacDonald, Select Documents Illustrative of American Histoiy. 
(Mamillan Company, Atlanta.) 

CIVICS 

Text: School Civics, by Boynton-Kelly (Ginn & Co., New 
York). 

In a country governed by popular suffrage, where free schools 
are maintained to train citizens, the study of civics assumes an 
importance second to the study of no other subject. It is not a 
subject, however, easily presented to children. Civics may easily 
become too bookish and abstract for great numbers of high school 
pupils and result in the acquisition of empty words and phrases, 
or, at best, in burdens of knowledge that were unrelated in the 
pupil 's mind to daily life and study. 

The syllabus here given reverses the old order of presenta- 
tion. It begins with what is concrete and near at hand. It 
concerns itself, first of all, with those means, activities, and 
agents of the government that are local. It aims to connect the 
study of civics with the daily life of the pupil and to emphasize 
tlie importance of local government because it is historically the 
source of all government. 

When once a basis of civic facts and experiences has been es- 
tablished from local sources, state government which embraces 
most of the relations of daily life should be taken up. The state 
constitution, as the fundamental law, should here be presented 
with sufficient detail to reveal its source, its nature, and its large 
outlines. The many ways in wihich the state controls or may 
control the citizen should be made clear and the duties of the 
citizen to the state should be fully discussed. Thus the pupil is 
made ready for the study of the federal powers and activities 
which the people of the state have intrusted to the national gov- 
ernment. At this point history and civics meet. The study of 
the constitutional period shows the origin of national govern- 
ment and the study of subsequent history, including the present, 
is largely a study of national development under the constitu- 
tion. 

In order to carry out this outline, it will be necessary to de- 
part from the order of topics as given in the text; indeed, it 



129 

may be necessary to give quite a portion of the initial work in 
civics without making regular assignments from the text, using 
the text as soon as suitable chapters can be found to fit into the 
scheme here presented. 

(The following outline is a modification of that prepared for 
the Schools of New York state.) 

Preliminary Steps. 

1. Make a list of some twenty or more services rendered to 
the pupil or their families by some governmental unit and class- 
ify these as rendered by (a) the school district, (b) the town, 
village, or city, (c) the state, (d) the nation, and discuss the 
relative importance of these various services to the well-being 
of the pupil, 

2. Determine why these services are not left to the individual 
to perform ; the advantages of cooperation ; the necessity of some 
surrender of individual control in any organized community. 

3. A brief resume of the rise of cooperative control by the 
body of citizens in our own country as seen in building stock- 
ades, roads, schools, supporting a church, etc. 

The School District. 
A study of the school district to bring out such facts as 

1. How and when established. 

2. Its boundaries and how determined. 

3. Officers, if any. 

4. Special tax, amount, who may vote on, 

5. Number of educables in the district, if there is one; 
number of educables attending school. 

Village or Town. 
1. A study of the particular natural advantages or condi- 
tions which have caused the relatively close settling of a num- 
ber of families in a small area. The new conditions made nec- 
essary by such centers of population : 

(a) Macadamized or paved roads. 

(b) Sidewalks and curbs. 

(c) Sewers. 



130 

(d) Street lights. Whether under public or private con- 

trol. Relative advantages. Method in other places. 
Cost. 

(e) Water supply. Public or private. Relative advantages. 

Method in other places. Cost. 

(f) Removal of refuse. 

(g) Street cleaning. 

(h) Fire protection.* Volunteer or paid. 

(i) Care of public health. 

(j) Administration of justice. 

(k) Graded and higher schools. 

(1) Officers, how selected; when; length of term; duties, etc. 

(m) Parks and recreation centers. 

(n) Finances. 

(1) Sources of revenue: licenses, fines, fees, rentals of 

public property, taxes, special assessments. 

(2) Assessments for taxation purposes. The real estate 

and personal tax, 

(3) Tax rate. The rate as compared with that of parish 

and state. 

The Parish. 

1. Parish officials: duties of each; how chosen; how re- 
moved. 

2. Finances of the parish: 

(a) The expenses of the parish. 

(b) The parish tax: how levied; how collected. 

3. The judicial system: 

(a) The grand jury : composition; selection; duties (in- 
dictment, presentment) ; mode of procedure. 

(b) The trial or petty jury : lists of jurors, and how made ; 
liability to jury duty, and exemption therefrom ; duty 
of citizen to serve as a juror; selection of the panel; 
number; number required for a verdict; pay of 
jurors. 

(c) Duty of the district attorney. 

(d) Duty and jurisdiction of the justice of the peace and 
constable. 



131 

(e) Duties of the sheriff: ex-officio tax collector; execu- 
tion of civil judgments and criminal sentences ; pres- 
ervation of order; the posse comitatus. 

(f) The crime of perjury. 

THE GOVERNMENT OF THE STATE. 

I. The Constitution of the State of Louisiana : 

A. By whom established ; why established ; how esta^blished ; 
by whom drafted. 

B. Importance of the Constitution as the fundamental law, 
seen: 

(1) In guaranteeing personal rights. 

(2) In determining suffrage rights and the manner and 
the time of voting. 

(3) In creating legislative bodies, defining their duties 
and limiting their action. 

(4) In creating executive and administrative offices and 
defining the duties thereof. 

(5) In creating state and local courts. 

(6) In safeguarding state and local credit and caring for 
public property and public institutions. 

(7) In providing a public school system. 

(8) In providing for its own amendments. 

II. The state, the greater regulator of our everyday life, as 

shown : 

A. In its creation and control of: 

1. The school district, the town, city, and parish, with 
their close relation to our daily life as already shown. 

2. The personnel of the voting body, by fixing their qual- 
ifications, even those of the voters for federal officers. 

3. The number, kind, and qualifications of the elective 
and appointive officers of the lesser units, including the 
power of removing many city and parish officials by 
state authority. 

B. In its enactment and enforceiiient of the great majority 
of the laws which govern the citizen in his daily life, such 
as: 

1. Creation and safeguarding of all civil and property 
rights, with regulation of transfers and inheritances. 

2. Creation and control (save for interstate commerce) of 
all corporations. 



ic52 

8. Special control of all banks and trust companies (save 
national banks), and of all insurance companies and 
building and loan associations. 

4. Control of all common carriers so far as traffic within 
the state is concerned. 

5. License and control of the liquor business. 

6. Sanitary regulation, 

7. Exercise the right of eminent domain. 

8. Supervision of education. 

9. Authorization of the levying of all taxes for state and 
local purposes. 

10. Provision for certain portions of the defective, depend- 
ent, and delinquent classes. 

III. These various activities of the state, as of the local unit, re- 
quire for their exercise the three organs of government : the 
law-making, the law interpreting, and the law enforcing; 
or the legislative, judicial, and executive departments, 
A. The state legislative department. 
1. The state legislature. 

(a) The source of the lawmaking power, representing 
"the people of the State of Louisiana." 

(b) The legislature divided into two houses; advan- 
tages ; disadvantages. 

(c) Composition of the Senate ; how elected; compen- 
sation. 

(d) Composition of the House of Representatives; ap- 
portionment; the state census; election; compen- 
sation. 

(e) Organization of the House of Representatives: 

(1) The Speaker: his election, powers of the Speak- 
er 'n the appointment of committees, in "recog- 
nition ' ' of memhers. 

(2) The Clerk and minor officers, how selected, du- 

ties of. 

(f ) Organization of the Senate : 

(1) President of the Senate; how elected; powers 
President Pro Tempore of the Senate ; secretary 
and minor officers, how selected, and duties of 
each. 

(g) Introduction of a 'bill. 
Printing and publicity. 

The three readings on three different days. 

Reference to a committee. 

Hearings. 



133 



Various actions by a committee. 
Difference between a bill and an act. 
Measures that must originate in the House of Rep- 
resentatives. 
Legislative commissions. 
Amendments to the State Constitution. 
B. The state executive, 

1. The Governor. 

Overshadowing importance of Governor; due to; 

(a) His share in legislation, as shown by : 

(1) Regular and special messages to the legislature. 

(2) Power to call special sessions of the legislature 
which have the power to deal only with the 

measures indicated in the special call. 

(3) Power over a bill which has passed the Senate 
and the House ; three ways in which a Gov- 
ernor may treat a 'bill ; the power to veto sin- 
gle items in an appropriation bill. 

(b) His executive powers as shown by : 

(1) Appointment of a large number of administra- 
tive officials and boards charged with the duty 
of carrying out the laws of the state. 

Members of (a) State Board of Health, (b) 
State Board of Education, (c) levee boards, (d) 
administrators of the different state schools, (e) 
State Board of Affairs, (f) Commissioners of 
the Port of New Orleans, (g) Administrators of 
Charity Hospitals in New Orleans and Shreve- 
port, the two institutions for the insane, the 
Lepers' Home, (h) 'Supervisor of Public Ac- 
counts, (i) iManager of the State Penitentiary, 
(j) State Conservation Agent, (k) State Baiik 
Examiner, (1) State Highway Engineer, (m) 
State Board of Engineers. The Governor 
fills the unexpired terms of most of the parochial 
officers. 

(2) Control of the militia. 

(c) His judicial powers as shown by : 
Right to reprieve. 

Commute or pardon as a member of pardoning 
board. 

2. Elective executive officials: 
1 — Governor. 

2 — Lieutenant Governor. 
3 — ^Secretary of State. 



134 

4 — State Treasurer. 

5 — ^State Auditor. 

6 — Register of the 'State Land Office. 

7 — iState Commissioner of Agriculture. 

8 — Superintendent of Public Education. 

9 — Attorney General. 

Election, term, compensation, and general duties of 
each lesser official independent of the Governor; and 
in no sense a cabinet; advantage or disadvantage of 
this arrangement. 
C. The state judiciary: 

Has jurisdiction in cases beyond the power of inferior 
courts. 

1. District Courts, judges, terms, districts, election, com- 
pensation. 

2. Circuit Courts, judges, terms, districts, election, com- 
pensation. 

3. Supreme Court, number of districts and judges, terms, 
election, compensation. 

IV. State control of elections. 

All elections, even of federal officials, under state law. 

1. The franchise ; meaning of suffrage ; who may vote. 

2. Election districts. 

(a) The state one district for federal senators and for 
major state officials, 
(lb) Congressional. 

(c) Judicial. 

(d) Senatorial. 

(e) Parish. 

(f) Town or city. 

(g) School district, 
(h) Ward. 

Pupil 's district for each of the above. 

3. Time of election in each of above districts. Reasons 
for separating local elections as far as possible from 
state and federal elections. 

4. Nominations : party organization in election districts ; 
the primary; party enrollment at registration; as- 
cending scale of committees and conventions; party 
platforms. 

5. Registrations; why more important in cities than in 
rural districts. 

6. Voting: polling places; preparation of the ballots; 
form of ballot; reasons for secret ballot; marking 



135 



the ballot; straight ticket; split ticket; election 
officers at the polls; challenging a vote; the "short" 
ballot, reasons for and against, 

7. Counting the vote ; disposition of the ballots ; canvass- 
ing the returns ; certificate of election. 

8. Majority and plurality. 

9. Election expenses ; how far legitimate ; sworn state- 
ments by candidates; campaign funds; publicity; 
how raised ; for what used. 

10. Bribery; viciousness of; laws against. 



. Finances. 


A. State expenses for 


1. 


State administrative departments. 


2. 


The legislature. 


3. 


The judiciary. 


4. 


Prisons ; state training school. 


5. 


Charity. 


6. 


The insane. 


7. 


Edueition. 


8. 


The militia. 


9. 


Pensions. 


10. 


State debt. 


11. 


Levees and other public works. 


B. Revenues from taxes on : 


1. 


Property ; personal and real. 


2. 


Liquor traffic. 


3. 


Sale and lease of public lands. 


4. 


Inheritances. 


5. 


Occupation tax, automobile license. 



etc. 

VI. Comparison of State Crovemments. 

Newer state constitutions tend to become much more exten- 
sive than those of older states (Oklahoma an extreme case). 
Reason for this : distrust of state legislatures. "Wide diversity of 
laws in the 48 states; evils of this; the newly formed extra- 
constitutional "House of Governors", and attempt to lessen this 
evil. 

The Federal Government. 
The Constitution of the United States at the time of its 
adoption embodied the political wisdom of the ages. More pro- 
foundly, perhaps, than any other political document, it has in- 
fluenced the world at large. It is the governmental framework 
of a mighty and growing world power. It has stood the test of 



]36 

time and the "shock of civil war". During the 19th century 
the world changed its mode of life and business more, it may be, 
than in all the historic centuries preceding; but so adaptive is 
the Constitution of 1789, that only a few of its minor provisions, 
to be amended at the right time and in the right way, may be 
questioned. Such a constitution is worth living under, worth 
dying for, and eminently worth stud3dng. It should be studied 
as history in its proper sequence and in its fundamental relations, 
for only thus can the growth of the United States into a great 
political power be understood. The Con.stitution should be stud- 
ied a second time as civics, as the guide and supreme law of 
present national life. 

I. The Constitution of the United States. 

A. Its authority and purposes as disclosed in the preamble. 

B. Its general scope and limitations (see specially Art. I, sec- 
tion 8, last paragraph, and amendments IX and X). 

C. Creations of the Constitution. 

1. The legislative department : the two houses ; the du- 
ties prescribed for each house ; the special privileges 
and disabilities of the members of each house. 

(a) The House of Representatives. 

(1) Its members: qualifications; terms of office; 
distribution ; mode of election. 

(2) 'Special powers of the House. 

(b) The Senate. 

(1) Its members; qualifications; terms of office; 
distribution ; mode of election. 

(2) Special powers of the Senate. 

(c) The method of lawmaking. 

(d) Powers granted to Congress: peace powers; war 
powers ; implied powers. 

(e) Prohibitions on Congress guarding: 

(1) Personal rights, (2) state rights, (3) public 
credit, (4) the democratic ideal, (5) religious free- 
dom. 

2. The executive department. 

(a) The President: qualifications; term of office; mode 
of election: (1) original, (2) as fixed in amend- 
ment XII. 

(b) Powers and duties of the President: executive; 
legislative ; judicial. 

(c) The Vice-President: qualifications; term of office; 
mode of election: (1) original; (2) as fixed by 
amendment XII. 

(d) Duties of the Vice-President. 



137 

3. The Judicial Department. 

(a) The Court of Impeachment. 

(b) The Supreme Court. 

(1) Judges, how appointed; number and salary, 
how determined. 

(2) Jurisdiction: original; appellate. 

(c) Inferior courts, how provided. 

D. Prohibitions on state legislatures. 

E. Guarantees to the states. 

F. Guarantees of personal rights. 

G. The formation and a:dmission of states. 

H. Provisions for amendments : how proposed, two methods ; 

how ratified, two methods. 
I. Miscellaneous provisions : definition of treason ; the debts 

of the Confederation ; oath of office, 
J. The supremacy of the Constitution. 

II. The Federal Government in its relations with the people. 

Delegation to the federal government by "the people of the 
United States" of such powers as they judged to be essential for 
the establishment of the nation. Control of the people by the 
federal government direct, not through the states, save in the 
case of elections. 

Contact of the citizen with federal activities. 

A. Most obvious of these in everyday life : 

1. Currency. 

2. The postal service. 

B. Less obvious : 

1. Taxation. 

(a) Duties on imported goods; with incidental effect 
upon price of domestic goods. 

(b) Internal revenue: on liquors, tobacco, etc. 

2. Control of interstate commerce ; railway rates ; pure 
food laws. 

C. Still less personal, but with the possibility of affecting the 
individual at any time, the control of the federal govern- 
ment over: 

1. All foreign relations. 

2. War and peace ; the necessary army and navy ; treat- 
ies, commercial and other. 

3. Patents and copyrights. 

4. Standards of weights and measures (conformity with 
these, however, a matter of state regulation). 

5. Naturalization. 

6. Bankruptcy. 



138 

7. Property rights through interpretation of the Consti- 
tution by the courts as applied to acts of Congress 
and of state legislatures. 

III. The organization of the Federal Government. 

As in the state and its subdivisions the three great depart- 
ments are required : legislative, executive, judicial. Clearer sep- 
aration of these in the United States than in most other nations ; 
comparison with Great Britain. 

A. The legislative department. 

1. The organic law : the Constitution ; how adopted ; 
amendments to the Constitution (for "unwritten Con- 
stitution" see VII). 

2. The Congress: two houses. 

(a) The House of Representatives: number; qualifi- 
. cations; election; term; compensation; appor- 
tionment to the states ; federal census ; representa- 
tives at large. House represents national idea. 

(b) The Senate: number; qualifications; election; 
term ; compensation ; vacancies, how filled. Senate 
represents federal idea. Demand for popular elec- 
tion of senators, amendment providing. 

(c) The House of Representatives at work. 

(1) In the main the outline of the methods of the 
House of Representatives of the state legisla- 
ture will be sucient guide, but requiring spe- 
cial attention are: 

(2) The power of the Speaker, making him a figure 
of national importance second only to the Pres- 
ident. 

(3) The rules of the House; "filibustering". 
"Leave to print". 

(4) The names and functions of the most import- 
ant committees. 

(d) The Senate at work. 

(1) The relative dignity of the Senate. 

(2) "The courtesy of the Senate." 

(3) The more important committees and their 
functions. 

(4) The leader of the majority. 

(e) Special powers of the House. 

(1) The origination of all money bills: largely 
overridden by the free power of amendment 
in the Senate. 

(2) Presentation of impeachments. 



139 



(f } Special powers of the Senate. 

(1) Ratification or rejection of presidential ap- 
pointments. Executive session. 

(2) Trial of impeachments; procedure in impeach- 
ment of the President. 

(3) Ratification of treaties. 

(g) General scope of the powers of Congress. 
Closely limited by the Constitution, but 
Effect of the ' ' elastic clause ' ' ; what it is ; how its 

interpretation affects federal legislation. 
Enumeration of powers: (See Art. I, section 8, of 
the Constitution.) 
B. The executive department. 

1. The President and the Vice-President; their nomina- 
tion; qualifications; election; procedure in case of 
failure to elect; the electoral college; its functions 
departure of college from original idea (see unwritten 
Constitution); term of President; discussion of its 
length; re-election (unwritten Constitution); com- 
pensation; law fixing the right of succession to the 
presidency. 
Functions of the President. 

(a) Legislative, as shown by: 

(1) Messages, annual and special, 

(2) Summoning of extra sessions, 

(3) Power of veto. Compare with that of the gov- 
ernor. Cannot veto single items ; "riders". 

(4) Party leadership ; control of legislation 
I through appointive power and through popu- 
lar support. 

(b) Judicial, as shown by: Reprieve, commutation, 
pardon. 

(c) Executive, as shown by : 

( 1 ) Duty to enforce all federal laws. 

(2) Command of army, navy, and militia in federal 
service in time of war. 

(5) Power to negotiate treaties. 

(4) Appointment and reception of embassadors 
and ministers. 

(5) Appointment of federal administrative offi- 
cials; officers of army and navy; postmasters; 
and especially of heads of executive depart- 
ments, collectively known as the Cabinet. 

(6) Appointment of United States justices. 



140 

(7) Appointment of commissions, standing and 
occasional ; interstate commerce ; growing im- 
portance ; tariff commission. 
2. The Cabinet. 

(a) Development of the Cabinet as a body of presiden- 
tial advisers. Term "cabinet" unknown to Consti- 
tution ; may advise, cannot control, president. Im- 
portance of their selection; their selection; their 
removal from office. Not members of Congress; 
contrast with British, French, and German systems. 

(b) Personnel and functions of the Cabinet; the de- 
partments of the Cabinet and the services rendered 
by each. 

C. The federal judiciary. 

.1. The Supreme Court; authorized in the Constitution; 
dignity of; when it may adjudicate upon the consti- 
tutionality of an act of Congress. Its composition and 
appointment. 

2. Circuit Courts; number; justices; appointment. 

3. District Courts; number; justices; appointemnt; 
United States district attorneys and marshals. 

4. Classes of cases under jurisdiction of federal courts. 

IV. Federal finances : instruments of government. 

A. Revenues, from: 

1. Customs. 2. Internal re^^enues. 3. Sale of public 
property. 

B. Expenditures, for: 

1. Various administrative departments of government. 

2. Army. 

3. Navy. 

4. Post-office — nearly self-supporting. 

5. Pensions. 

6. Indians. 

7. Public works. 

8. Redemption and interest of public debt. 

C. The public debt. 

1. Amount; how created; how met. 

2. Comparison with foreign debts. 

V. Review of Federal and State powers. 

A. Powers vested in federal government only. 

B. Powers vested in states only. 

C. Concurrent powers. 

D. Powers whose exercise is forbidden to the federal govern- 
ment. 



141 

E. Powers whose exercise is forbidden to the states. 

F. Powers reserved to the people, and exercisable only by the 
process of constitutional amendment. 

G. Under what conditions the federal government may be 
called upon to protect a state against domestic violence. 

H. Guarantee to each state by the federal government of a 
republican form of government. 

VI. Supremacy of the Federal Government. 

A. State may not contravene United States law or treaty. 

B. Fourteenth amendment to the Constitution ; decides first 
as to what constitutes federal citizenship ; state citizen- 
ship dependent upon federal ; naturalization a federal 
function. 

C. Citizen's allegiance not divided, but double; primarily 
for the United States. 

VII. Growth or development of government seen in : 

A. Amendments. 

B. The unwritten Constitution. 

Ours theoretically a strictly written Constitution ; con- 
trast with unwritten Constitution of the United Kingdom 
of Great Britain and Ireland. 

Precedents which have hardened into unwritten consti- 
tional provisions in the United States: 

1. The function of the electoral college. 

2. Incumbency of the presidency limited to two terms. 

3. Possibility of the House of Governors becoming such a 
precedent. 

VIII. Comparison of the British Cabinet system with the pres- 

idential system of the United States. 
A. Place of the titular executive in each system; President 
real executive in the United States; Sovereign nominal 
executive in Great Britain; Cabinet really in control; 
question as to which system yields greater efficiency ; dif- 
ferent in prompt compliance with popular will ; possi- 
bility of antagonism between the executive and the legis- 
lative departments in each system. 
B. Comparison of the government of the United States with 
that of otlier nations. 

The United States a federal republic. Switzerland and 
Mexico. Meaning of federal. Difference from confed- 
eration. 
1. Centralized republic — France. 



142 

2, Aristocratic government. No existing example. 

3. Monarchy. 

(a) Absolute. Found now only among obscure peoples. 

(b) Limited. The United Kingdom of Great Britain 
and Ireland ; the German Empire. 

REFERENCE LIST. 

Ashley, Federal State. (Macmillan Company, Atlanta, Ga.) 
Bryce, American Commonwealth. (Macmillan Company, At- 
lanta.) 
Hart, Actual Government. (Longmans, New York.) 
Johnston, History of American Politics. (Holt, New York.) 
MacDonald, Select Documents Illustrative of American History 
(Macmillan Company, Atlanta.) 

ECONOMICS. 

The proper teaching of economics, like the teaching of any 
science, demands on the part of the teacher thorough preliminary 
training, and a well defined purpose to dignify the study, by 
making it a means of mental culture and assuring a practical 
value. 

The methods employed should be, first, the exposition of a 
body of principles through the medium of a text-book, supple- 
mented by the explanations of a trained teacher j second, the 
testing of the ability of the students to understand and apply 
these principles at every step by the solution of original problem 
questions based upon actual business conditions; third, the ap- 
plication of this body of economic theory, when thoroughly mas- 
tered by the pupils, to the study of great economic problems 
of the age, such as the tariff, the ti-ust, municipal ownership, the 
labor question. 

Text: Bulloch's Elements of Economics. 

COMMERCIAL SUBJECTS 

COMMERCIAL CURRICULUM. 

First Plan. 

Commercial arithmetic is given the second term of the first 

year. Bookkeeping is given throughout the second year, five 

times a week, double periods. Typewriting is taught throughout 

the third year five tiems a week, double periods, but stenography 



143 

may come in for part of this time if desired. The work for the 
fourth year is given in the suggested outline in this pamphlet. 
Practice in stenography and typewriting will be continued. 

Second Plan. 
Typewriting is given in the place of commercial arithmetic, 
the second term of the first year. This is continued in the first 
term of the second year, and bookkeeping is taken up in the 
second term of the second year. Bookkeeping is continued in 
the third year, with practice in typewriting. iStenography is 
taken up here if desired. In the fourth year, commercial arith- 
metic is taken up in the first term, and the second term is de- 
voted to economics, commercial geography or commercial law. 
Stenography and typewriting practice is continued. 

COMMERCIAL ARITHMETIC. 

FIRST YEAR. SECOND TERM. 

Text: VanFuyl's Essentials of Business Arithmetic. (Amer- 
ican Book Co.) 

The operations and principles of arithmetic are supposed to 
tiave been learned before the pupil reaches this term. If any 
pupil has to ask how to work problems in the grammar school 
arithmetic he has no place in this class. He should be put back 
at once into the class where the principles of arithmetic are 
taught. Commercial arithmetic is a drill in the processes and 
principles of arithmetic in order to make the pupil rapid and 
accurate in their application. 

The first of these processes, and the most important, is the 
fundamental operation of addition. Your pupils can possibly 
add a column in figures six broad and ten deep in two or three 
minutes. You must drill the class until this number can be added 
in about thirty-five seconds. In like manner give drills in the 
other fundamental operations. 

As to drill in problems, take the text-book and have the prob- 
lems solved in rapid time, drilling for rapidity and accuracy. 
Explain to the class that you presume them to know the explan- 
ations, but you want them to work the problems and exercises 
accurately and as rapidly as possible. Then the time comes for 
the recitation, it will proceed as follows: 



144 

Take a penciland paper (or blackboard, at the option of the 
teacher,) and write. Teacher will dictate the numbers. Having 
dictated a small list, pause to have them added. Have the re- 
sults read correctly. Add in the same manner all the numbers 
in the pages assigned. Read the numbers rapidly. Some slow 
pupil will say it is too fast. Keep up the speed. The pupil is 
too slow. Let the voice be quick and smart. Let the pencils move 
rapidly. Let the spirit be, "Get it right and get it quickly." 
And so go on through the book. ''Do" every exercise. Do it 
perfectly. Do it rapidly. 

In this work the teacher will have to test the daily prepara- 
tion of the pupil with much care. Since the pupil has recently 
gone over general arithmetic, there may be a disposition 
to enter the recitation without having made prepara- 
tion for that day's work. That the pupil has made special 
preparation for the day's work will show in the readiness with 
which he works the exercises. Let there be no mistake about 
what is here meant. It is intended that the pupil solve the 
problems at home and then come to class and work them again 
before the teacher. Readiness and accuracy are the result of 
drilling on the doing of definite things. And if the teacher's 
study of his class reveals that his class is slow on any particular 
set of problems he should go over that set again and again until 
the operations are thoroughly mastered. 

The book is practical and the boy who has drilled in it as 
here indicated will be a valuable clerk in any office. His work 
in bookkeeping will become a pleasure. He will get the inspira- 
tion that comes from mastering a subject. 

BOOKKEEPING. 

Second or Third Year. 
Text: "Williams and Roger's Modem Illustrative Bookkeeping. 
Commercial arithmetic was taught in the first year, but it 
is important that drills in the fundamental operations and in the 
classes of problems most frequently occurring in bookkeeping be 
continued. Accuracy .and rapidity in addition, in making out 
bills, in working discounts, etc., are invaluable. No real book- 
keeping is possible without them. 



145 

• 

In teaching this subject, follow the text exactly as it is writ- 
ten. After the text has been mastered, if time permits, lectures, 
comments and related matters may be taken up. The first things 
for a teacher of a new text-book to do is to study faithfully the 
text and the point-of-vie\v of the author. Until these have been 
mastered, he is incapable of making valuable comment or criti- 
cism. 

Revieivs. — At the end of sections, as on pages 20, 39, etc., 
lists of questions are placed for review purposes. The teacher 
must make these reviews frequent and thoroughly alive. The 
questions put in a mechanical way and similarly answered will 
not serve the purpose for which they were intended. They are 
meant to be suggestive questions, reviewing and drilling the 
pupil on what he has passed over. Review and drill until every 
point is mastered. Review and drill for accuracy, for rapidity, 
for neatness. Review and drill work call for genuine teaching 
power. The novelty of the first presentation is gone. To mak.; 
it stick, to make it vital, these are the climaxes of the teaching. 

Neatness and Order. — Insist upon these. Insist upon neat 
figures. Put units under units, tens under tens, etc. Errors 
will be made. They are steps in learning. Teach only the best 
M^ay to correct errors. When a pupil discovers an error in his 
work, his impatience and disappointment are likely to cause a 
hurried scratching and erasing, a hasty stroke of the pen through 
the error, the removal of the page containing the error, etc. 
Avoid these by early and plain teaching on how to correct errors. 

Do not take up a new exercise until the old one is mastered 
by each student. This work does not demand that the pupils all 
remain at the same place in the text. They may go according to 
their ability. Master each exercise before taking up the neAv one. 

PHONOGRAPHY. 

Third Year, 5 Periods a Week. 

Text: Selected by the School. 

The teacher should study the text very carefully, so as to 
present the subject exactly as the pupils have to study it from 
the book. Get the author's point-of-view. 



146 

Study the directions of the book carefully. Hold the pupils 
responsible for studying and following them. You can not hold 
your pupils responsible for learning the lessons of their books 
unless you know these lessons perfectly and have clearly before 
your mind the important points of each lesson. At the end of 
the course the student should be able to take dictation rapidly 
and accurately. 

TYPEWRITING. 

iSecond or Third Year. 
Complete a good instructor. Do not "pass" the student un- 
til he has developed skill and accuracy. 

ECONOMICS. 

Fourth Year. First or Second Half. 5 Periods a Week. 

Text: Bullock's The Elements of Economics. 

The elements of economics are so intimately connected with 
the business affairs of all conmiunities that the teacher has an 
exceptional opportunity in this study to teach the pupils to re- 
flect upon the phenomena about them and to draw conclusions 
from them. And not only will the pupil draw upon the facts of 
his environment, but he will draw upon the knowledge that he 
has learned in other subjects in the course of his study. Here, 
then, is the most important point for the teacher to observe in 
this siibject. If a knowledge of geography or history lies at the 
basis of the subject under discussion, be sure that this funda- 
mental knowledge is accurately known before trying to build an 
economic superstructure upon it. How many pupils and older 
persons do you find every year deducing importan,t propositions 
from the history of "'Creece and Rome"? Speakers and writers 
have inferred every imaginable principle and rule from ' ' Greece 
and Rome", because they are usually very poorly and inaccu- 
rately informed about Greece and Rome. A scientific conclusion 
must be based upon a wide range of accurate observation. If 
you are studying about corporations, let the pupils become famil- 
iar with the corporations that touch them. What corporations 
affect your community ? If the lesson is about consumption of 



147 

wheat, approach it from the standpoint of wheat consumption in 
your community. So, as stated above, whether the knowledp^e 
be that of observation or reading, let it be accurately determined 
before an economic superstructure is to be placed upon it. 

The subject of bookkeeping and accounting is studied in the 
light of its ability to grasp economic problems. Many of the 
problems of economics are looked at and studied through the 
bookkeeping terms of accounts, statements, loss, gain, banking, 
etc. To the practical work of accounting the subject of economics 
adds the reflections of the student and scholar, and the teacher 
should study to develop this aim. 

Certain chapters will appeal to the class as more practical than 
others, as the "Production of Wealth", "Rrailroad Transporta- 
tion", etc. Other chapters are farther removed from the expe- 
rience of the class, as "Monopolies", "Projects for Economic 
Reform", etc. The chapters that are on the more familiar sub- 
jects should receive more time than those whose subject matter 
is remote from the class experience and whose theories are in ad- 
vance of the class scholarship. 

Inasmuch as commercial history is an important part of world 
history, which is studied in the high school, it is recommended 
that the teacher of history have special regard for this branch 
and that the time allotted to economics and commercial history 
be divided between the two subjects. 

Text: Coman's Industrial History of the United States, 

COMMERCIAL GEOGRAPHY. 

Fourth Year. Second HxVlf. 5 Periods a Week. 

Text: Adam's Elements of Commercial Geography. 

The study of common school geography ceased with the first 
half of the eighth grade. Commercial geography is put down 
for the last half of the eleventh grade. Two and one-half years 
have elapsed and the pupils have forgotten most of the geography 
they had learned. Commercial geography is the geography of 
the things being done by mankind to-day, and is therefore a mast 
important branch in the education of our youth. 

The first important point to teach is that each pupil must 
have a clear mental picture of a commercial map of the world. 



148 



This means that the pupil must be a'ble to draw such a map as 
the one at the introduction of the text-book. To study how to 
draw this map, look at the parallels and meridians on it. See 
that the parallels gradually increase the length of the map de- 
gree as the poles are approached. Why? Draw first the merid- 
ians and parallels. Next locate on these meridians and parallels 
some few points ahout which you can draw the map of the world. 
For a first trial locate the following : 

a. New Orleans and the mouth of the Mississippi River. See 
that they are about the intersection of 90 W. and 30 N. Draw 
a short portion of the coast line in this region. 

&. Note the same for coast line of Africa with reference to 
^ N and ° E. 

c. iSame for Cairo, Egypt, 30 N. and 30 E. 

d. Same for Durban, about 30 S. and 30 E. 

Now, with these points located, draw the coast line of the 
continents from memory, being sure to make it pass through these 
points. 

In like manner clear up from day to day a few more points 
in the location of the map until your class has a good map. 

Geography is concerned with places. Their latitude, longi- 
tude, climate, altitude, relation to other geographical facts, etc., 
must be known before we can interpret their effect upon the 
commerce of the world. Maps must be known. Places, moun- 
tains, rivers, plains, cities, etc., must be known. 

The next important point in the teaching of commercial geog- 
raphy is to study especially those commodities that are handled 
in our own communities. When the sisal hemp is studied, get 
a sample of it from your store ; learn what use your community 
makes of it. When the manufacture of ceramics is studied iij 
your class, have samples brought to school; find where your 
merchants get them; learn the grades in your market. And so 
continue until the class knows fairly well these important facts 
about all the articles of commerce in their homes and in their 
community stores. 

The text is written for classes in the United States. It has 
the United iStates view-point. If the teacher will add the map 
drawing and localization indicated in the foregoing, and teach 



149 



them fairly well, the course in geography will be at once pleasant, 
practical, and educative. 

COMMERCIAL LAW. 

Fourth Year I or II. 
Complete the text. Huffcutt's Elements of Business Law. 

DOMESTIC ECONOMY 

For a complete detail statement of the work of classes in 
Home Economics see the special pamphlet on that subject, Course 
of Study in Home Economics, which may be had from the De- 
partment of Education, Baton Rouge, La. 

The work as there outlined covers the following: 

Eighth Grade. 

1. Sewing : First half of school year. 

2. Cooking : Second half of school year. 

Ninth Grade. 

1. Sewing : First half of school year. 

2. Cooking : Second half of school year. 

Tenth Grade. 
Household management; throughout the year. 

1. The house. 

2. Sanitation. 

3. Water supply. 

4. Laundering. 

5. Personal and household accounts. 

6. Home nursing and invalid cookery. 

Eleventh Grade. 

1. Cooking: First half of school year. 

2. Sewing : Second half of school year. 

Texts in Domestic Economy. 
A. Cooking and Food Study. 
1. Eighth and ninth grades. 

1. Domestic Science Principles and Application, Bailey. 
Webb Publishing Co., St. Paul, Minn. 



150 

2. Theory and Elements of Cookery, Williams and Fisher. 
Macmillan Company. 
II. Advanced Cooking. Eleventh grade. 

1. Domestic Science, Bailey. 

2. Nutrition and Diet, Conley. 

American Book Company. 

B. Sewing and Textiles. 

I. Eighth and ninth (grades. 

1. Goodwin's Course in Sewing, I, II, III, 60 cents each. 

F. D. Beattys Co., 225 Fifth Ave., New York. 

2. How the World Is Clothed, Carpenter. 

American Book Company. 

3. iShelter and Clothing, Kinne and Cooley. 

Macmillan Company. 

II. Eleventh grade. Sewing. 

1. Shelter and Clothing, Kinne and Cooley. 

Macmillan Company. 

2. Household Textiles, Gibbs. 

Whitcomb and Barrow. 

C. HouseJiold Management. 
I. Tenth grade. 

1. Shelter and Clothing, Kinne and Cooley. 

2. Household Management, Terril. 

3. The House, Bevier. 

American School of Home Economics, Chicago. 

AGRICULTURE 

A fuller treatment of the course in agriculture will be found 
in a special pamphlet covering that subject, which is being pre- 
pared. If you do not have a copy of this pamphlet, write to the 
State Department of Education, Baton Bouge, La., for a copy. 

The full course will comprise four years with three recitation 
periods and two double periods for practical work per week. 

Following are the adopted texts for the different years : 

First Year — Duggar's Agriculture. 

Second Year — Duggar's Southern Field Crops. 

Third Year: Harper's Animal Husbandry. 

Fourth Year — Snyder's Soils and Fertilizers. 



151 

MANUAL TRAINING 

This course at present provides only for instruction and exer- 
cises in woodwork and drawing, and includes: 

1. Lessons in kinds and qualities of woods, care of tools, etc. 

2. Instruction and exercises in free-hand and mechanical 
drawing of objects used as exercises. 

3. Instruction and exercises in bench work in wood-sawing, 
planing, tenons, mortises and joinery. 

4. Project work. 

Preliminary preparation should include the equivalent of two 
periods a week for one year in the use of tools an.d the making 
of simple articles out of wood. 

First Year. 

Mechanical Drawing. — Two and three double periods per 
week alternating with wood work. 

"Wood Work. — Three and two periods (double) per week al- 
ternating with mechanical drawing. 

Exercises in Wood Work. 

Note, — Under this heading are given (1) the kind of model, 
(2) the exercises, and (3) the material to be used. 

Gate (rough) ; measuring, squaring, sawing, boring, and plan- 
ing; pine wood. 

Trestle benches ; angle-sawing, nailing ; pine wood. 

Work bench, table, or sand table ; measuring, squaring, bor- 
ing, sawing, end and surface planing, gluing, screwing; pine 
or oak. 

Towel roller ; sawing, boring, end and surface planing, gaug- 
ing, planing cylinder, counter-sinking, screwing, chiseling, scrap- 
ing, sandpapering ; oak, pine or cypress. 

Stand, tabouret, bookcase, or magazine stand; broad surface 
planing, doweling, gluing, ripping, chiseling, chamfering, sand- 
papering (with and without block), staining; pine, cypress or 
oak. 

Second Year. 

Mechanical drawing and shop work to be given the same time 
and unit valuation as in the first year. 



152 

Drawing 'board; doweling, edge, end and surface planing, 
boring, screwing, clamping, filling; cypress or white pine. 

Tee square ; gauging and chamfering ; hard pine and oak. 

Bread board ; same as drawing board with use of spoke shave ; 
sweet gum. 

Picture frame; half lapping joint or mitering, rabbeting; 
cypress, pine or oak. 

Table or eaibinet ; doweling joints, blocking ; pine or oak. 

Additional Exercises. 

First Year. 

Pointer Hatchet handle 

Billfile Broom holder 

Coat hanger Bracket shelf 

Plapt pot stand Towel rack 
Pen tray 

' Second Year. 

Knife box Keyed tenon 

Half splice Dovetail 

Mortise tenon Half -mitre Frame 

Double tenon Medicine cabinet 

Mortise and tenon Mission chair 

Note. — A pamphlet on Manual Training has been prepared 
for the Department by Mr. Frank Bogard, of the Mechanical and 
Electric Engineering Department of the Louisiana Industrial 
Institute. This pamphlet has been issued by the Department of 
Education and is for free distribution to teachers of this subject 
in any of our schools. It contains valuable suggestions and nu- 
merous details of project work. 

DRAWING 

Introductory Note. — These outlines are based upon the sup-^ 
position that two periods a week, of forty minutes each, are 
given throughout the entire course. It is felt that a course in 
art study for the high school should be general enough in its 
character to equip, as far as possible, the student who may 
have but one year of high school training with an understand- 



153 

ing of such art principles as will have a direct bearing upon his 
life. Every person of education should understand something 
of the growth of plants and flowers; of landscape shapes and 
effects ; of the representation of the forms, proportions and colors 
of ohjects; of the language of constructive drawing, and of the 
commoner geometric problems; and finally of the principles of 
design, which are universal in their application. This reasoning 
is from the standpoint of general education. 

ART EDUCATION DRAWING BOOK COURSE. 

BOOK EIGHT. 

First YexVr in High iScHOOL. 
(Eighth Grade.) 

SEPTEMBER. 

Teacher should read ' ' General Suggestions ' ' on inside cover 
of Drawing Book and select paragraplis adapted to page 4, for 
the pupil to study. 

Study page 4. Point out the important features of the 
lesson, making sure that the class has studied and understood 
the work. Pupils should refer to ' ' Glossary of Terms ' ' in back 
of book for meaning of expressions not understood. Encourage 
the use of art terms in the discussion of all work in drawing. 
Practice sketches similar to illustrations shown on page 4, using 
shadow-box. When work is satisfactory, draw or mount on 
page 5. 

Discuss text on page 6 ; also study Illustration A, page 39. 
Mount one or two best color sketches on page 7. 

Study page 8, Exercise III. A careful study of the text by 
each pupil is essential. Devote one lesson to oral discussion of 
text and sketches. IMake large, free sketches from pomegranate. 
Continue work similar to that suggested in Exercise III, and 
complete as many good sketches as possible from nature. 

OCTOBER. 

Use finder for pleasing arrangement from sketches made dur- 
ing last month. Mount best work on page 9. 



154 

Stuay page 10, Exercise IV. Devote one lesson to oral reci- 
tation on text. Practice work suggested on page 10 and fill page 
11 according to directions. It will interest the class to compare 
work by mounting sketches and giving "honorable mention" to 
the best. 

Study page 12, Exercise V. Make simple drawing neces- 
sary to show that the pupils fully understand the text. When 
work is satisfactory, mount on page 13. Interesting results can 
be obtained 'by using construction paper and working out the 
sketch in tones of the same color. 

NOVEMBER. 

'Study page 14, Exercise VI. After sufficient practice, carry 
out instructions given for page 15. 

Study page 16, exercise VII. Practice alphabet and single 
letters. Each pupil should practice lettering his own name artis- 
tically, in accordance with the instructions given during the last 
lessons. See that pupils thoroughly imderstand spacing. Fill 
page 17. 

Study page 18. Read text carefully. There may not be time 
to do more than the practice work this month. 

DECEMBER. 

Continue last month's work and fill page 19 according to 
directions. 

Study page 20. Teacher demonstrates upon the board, so 
that all may see the receding lines reach the V. P. The rest of 
this month may be devoted to the making of calendars, or any 
other work desired by the teacher for Christmas gifts. If pupils 
make calendars they should letter them neatly. 

JANUARY. 

Review page 20 and fill page 21. 

Study page 22. Several lessons will be needed to explain the 
text and to make sketches illustrating the rules of perspective as 
given on this page. Pupils draw from objects and fill page 23. 

Study page 24, and fill page 25. Give a written test on the 
ten rules of perspective and demonstrate each rule by sketches. 



155 



FEBRUARY. 

Pose work according to page 26. Make several sketches from 
the same model. Keep the drawings simple. When work is sat- 
icfactory, mount on page 27. 

Study page 28 and work on page 29 as suggested. 

MARCH. 

Study page 30, making working drawings as suggested. See 
that pupils thoroughly understand terms for this new work. Fill 
page 31 according to directions. 

Study page 32 and carry out work according to directions, 
placing result on page 33. Spend the rest of the month on na- 
ture work. 

APRIL. 

Study page 34 and place work on page 35. 
Make portfolios according to page 38. The work on this page 
is of great value. 

MAY. 

Study Exercise XX, page 36. Use violets, nasturtiums, or 
peach blossoms as a motive. Mount on page 37. 

Study Exercise XXI, page 36. Apply the stencil design to a 
scarf or curtain. If the object is to be laundered, use oil paints 
and turpentine. Mount a duplicate of this design on lower part 
of page 37. 

An occasional lesson from flowers, vegetables or landscape in 
color will prove a pleasant change for the pupils after many les- 
sons along industrial lines. See that all books are finished before 
the close of school. 

ART EDUCATION FOR HIGH SCHOOLS. 

Second Year in High School. 
(Ninth Grade.) 

SEPTEMBER. 

Pictorial Representation: Plants and Flowers. — Chapter I, 
pages 1 to 10, down to paragraph "Color Quality." Students 
should prepare for recitation by study of certain paragraphs as- 



156 

signed; they should recite from paragraph headings, and dis- 
cuss in class the illustrations in the hook, together with such ad- 
ditional illustrations as it is possible to obtain. They should 
draw from large growths of grasses, sedges, weeds, flowers or 
fruits in outline, in neutral washes or in color, as the study sug- 
gests. For such work, use large size paper, in light, grayish 
tints. "When sketches are finished, students should use a finder 
(see pages 18 and 19) to select interesting compositions, and 
should trim and mount the selection upon a mat of tinted paper 
of harmonious tone. The mount, as a general rule, should be 
grayer in its color quality than the dominating color of the 
sketch. (See color plate facing page 12.) 

OCTOBER. 

Pictorial Represeniation : Landscape Composition. — Chapter 
I, pages 10 to 26, down to paragraph "Figures in the Land- 
scape." Study text and discuss in class. As a further exemplif- 
ication of the points developed, students may select from a pho- 
tograph or from a blackboard sketch an interesting composition ; 
then with neutral washes, or with charcoal, they make different 
value arrangements, using the same composition in a variety of 
ways. (See Fig. 32, page 23.) This illustration may form the 
basis of an exercise of this kind; make a tracing of the shapes 
and fill them in with a value arrangement, not like that in the 
picture. For example, the sky might be dark, as at night, or as 
in a storm ; t he ground might be lighter, as in winter ; trees in 
the foreground might be lighter or darker than the value of 
those in the picture; water in the foreground might be of the 
same value as sky, etc. Landscapes in simple values like these 
are effective when done on tinted paper with flat washes of neu- 
tral gray, or on tinted paper in monotones; as, in sepia tones 
on buff paper ; in blue tones on warm gray paper ; in green tones 
on bogus paper, etc. Such studies when trimmed and mounted 
may be used as decorations for magazine covers, calendars, port- 
folios, etc. 

NOVEMBER. 

Pictorial Represeniation: Still-Life Composition. — "Still-life 
Drawing," page 26. Study and discuss the text and illustra- 



157 

tions on pages 19, 20 and 21, down to paragraph "Landscape 
Drawing." Practice pencil sketching from carefully placed ob- 
jects of contrasting values, similar to those objects represented in 
Figs. 4, 5, 8, 9, 14, 18 and 19. Draw, also, in charcoal outline 
from simple groups of two objects, using colored chalk as an 
added element of interest, as illustrated in color plate facing 
page 33. (See "The Use of Colored Chalks or Crayons", page 
33.) 

DECEMBER. 

Constructive Design.- — The work of this month should be the 
making of some article planned in the drawing period. (See 
paragraph, "The Development of a Note-book Cover", pages 
264 and 265.) The constructive process therein described may 
be applied to the making of covers of different shapes, sizes and 
proportions, to fit any need. The student should use as a deco- 
rative feature some exercise of the past three months. For 
example, a portfolio or book-cover may be decorated with one of 
the tonal landscapes done in October ; or an album may be dec- 
orated with a flower panel; or a calendar mount may be deco- 
rated with a landscape or flower motive ; or the cover of a blank 
recipe book may be decorated with an arrangement of still-life 
forms in color values. 

JANUARY. 

Prospective. — ^Chapter II, page 34. Definite paragraphs 
should be assigned for study, followed by a full discussion in 
class of all the principles presented. The t<?xt-book will be 
found invaluable in mastering perspective, as this is a science 
that is demonstrated and proved in the text, where the rules are 
concisely and definitely stated. Give Exercises I to IV, page 
36, and Exercises VI and VII, page 44. Students should mem- 
orize the rules given and be able to demonstrate by quick sketches 
the principle involved. Cover the ground to "Angular Per- 
spective", page 45. 

FEBRUARY. 

Constructive Drawing. — Chapter IV, page 103. Study and 
discuss in class the text from beginning of chapter to "Geo- 
metric Proiblems", page 110. Students should be familiar with 



158 

the various instruments and by their use should practice draw- 
ing various lines, curves, etc., before taking up problems. When 
this ground has been covered, the teacher should select twelve of 
the elementary geometric problems ("Geometric Problems", 
page 110) and should see that these are very carefully arranged 
and accurately drawn, as directed in the text. The work should 
be done in pencil first and then inked in. This will necessitate 
the making of three plates, which should be properly lettered, 
etc. Students should familiarize themselves with the geometric 
definitions given on pages 122 to 128. If much of the work 
of this month has already been given in the grades below the 
high school, the class may proceed to the study of "Working 
Drawings", pages 129 to 135, and work out the exercises sug- 
gested on these pages. 

MARCH. 

Design (see "Introductory Note", page 1). — Chapter VI, 
page 222. iStudy text from beginning of chapter to Exercise I, 
page 224. These paragraphs should be thoroughly discussed 
in class, as they present most interesting and important prin- 
ciples. When this has been done, student will be ready for Ex- 
ercise I, page 224. The working out of this exercise should 
be followed by a class criticism of all work done. (By "class 
criticism" is meant the posting upon a screen of the work of 
each student, and the discussion and criticism before the class 
of the results of an exercise. This gives each student the benefit 
of the experience of all other students.) 

Pupils should Ibe encouraged to look for examples of straight 
line rhythm in rugs, baskets, textiles, prints, etc., and to hring 
to class as many of these examples as possible. In the class 
the merits of these examples should be discussed and the best 
designs reproduced by the students or used as the basis for mod- 
ifications. Exercises II and III may then be worked out in 
class with similar supplementary suggestions and enrichment. 
The bringing in of material or motives by both teacher and pupil 
gives local interest and vitalizes the work. 

APRIL. 

Design: The Principle of Rhythm. — Study pages 225, 226 
and 227 to Exercise IV. In discussing this form of rhythm a 



159 

variety of materials may be brought into class. Plants, flowers 
and growths of almost any kind illustrate rhythm, and beauti- 
ful examples of this principle may be found in many Japanese 
prints, in landscape compositions, etc. After thorough discus- 
sion of this new form of rhythm, students should work out Ex- 
ercise IV in class. The working out of this problem may take 
several lessons. Follow with Exercise V. Do not fail to give 
students the benefit of class criticism of results. 

Design; The Principle of Balance. — tStudy pages 235 to 239, 
down to paragraph "Further Application of Balance." Dis- 
cuss this subject matter in class, paragraph by paragraph, as in 
the study of Rhythm. Select from the exercises given on pages 
238 and 239 those problems that it will be possible to work out in 
class. 

MAY. 

Design: The Principles of Harmony. — Study pages 242 to 
249, to bring "Harmony in Value and Colors." Discuss fully in 
class. Bring in common examples of harmony and also exam- 
ples of violation of harmony, and show how these violations 
might be corrected. 

As a finishing touch to the year's work, try to arrange a 
lesson in the practical application of the principles studied. 
Refer to pages 261, 262 and 263 for suggestions on ' ' The De- 
velopment of a Stencil. ' ' Or, make a desk-pad, a portfolio, or a 
note-book. (See page 264, "The Development of a Note-book 
Cover.") The teacher may select an exercise from these sug- 
gestions, and plan lessons to suit the time and the local condi- 
tions. 

Third Year in the High School. 
(Tenth Grade.) 

SEPTEMBER. 

Pictorial Representation: Details of the Landscape in Pen- 
cil Rendering. — Review "Landscape Drawing", pages 21 and 
22, and study "Details of the Landscape" and "Accents", pages 
23 and 26. (Students may copy for pencil technique the sketch 
of the tree shown in Fig. 3, page 3. They may select with a finder 



160 

a composition from the color plate facing page 34, and translate 
it into a pencil sketch. In a similar way, translate Fig. 13, page 
39. The landscape details shown on page 25 may also be copied 
and enlarged. After this preliminary work, students should at- 
tempt other things of this kind — objects seen from the school- 
room windows, or about home, such as towers, roofs, chinnieys, 
rocks, gateways, dormer windows, etc. Paper of light tint, such 
as gray or buff, may be used for this work with artistic effect. 

OCTOBER. 

Perspective. — Study in review pages 33 to 45. Give exer- 
cises to test the students' understanding of these principles. 
Study paragraphs "Angular Perspective", page 45, "Objects 
at 45 Degrees", page 47, and "Study of the Open Door", pages 
48 to 50. The text given offers a fine opportunity for the stu- 
dent to familiarize himself with the principles of perspective, 
with the added advantage to him of persional effort and inves- 
tigation. He does not depend solely on the teacher for what 
he learns. "Work out exercises suggested in the paragraphs 
above referred to. Fig. 28, page 49, suggests some of the objects 
that may be drawn in angular perspective. Make artistic pen- 
cil sketches of a corner of a room, a building, a portion of a 
roof seen from a window, a staircase, etc. Such objects may be 
drawn in outline only, as perspective tests, or they may be 
finished in values. Too often the subject of perspective is dry 
and uninteresting because it is treated with an entire absence 
of art feeling. 

NOVEMBER. 

Constructive Draiving. — iGeometric Problems. Review "Geo- 
metric Definitions", pages 122 to 128. Give twelve or more 
problems in addition to those given in the first year, selected 
from the problems on pages 111 to 122. These problems should 
be drawn accurately on well-arranged plates, and should be 
carefully inked in and lettered, with due attention to all con- 
ventions and to quality of line. Review "Working Drawings", 
pages 129, 130, 131 and 132 ; "Dimensioning", page 132 ; "Draw- 
ing to Scale", pages 133 to 134. 



161 



DECEMBER. 

Architectural Drawing. — Chapter V, page 179. Study and 
discuss in class "The Need of Buildings" and "Conditions of 
Construction", page 179; "Conventions", page 180. Study 
Problem I — "A Miniature House", pages 180 to 186. This prob- 
lem should be worked out in a plate. (See page 183.) If the 
teacher thinks best, the dimensions may be slightly changed, so 
that the exercise becomes something more than a copy of the 
plate given in the book. 

JANUARY AND FEBRUARY. 

Architectural Drawing: A One-Story Cottage. — Problem II, 
pages 186 to 198. The text on these pages should be fully dis- 
cussed in class, the discussion on "Essential Features", preced- 
ing any drawing. Each student should submit a rough sketch 
of the ground-plan of the house he intends to design, following 
the suggestions of the text on page 190. After these sketches 
have been made the basis of class criticism, the students should 
proceed to work out with instruments a set of plans and eleva- 
tions similar to those in Figs. 11, 12 and 13, pages 187, 188 and 
189. A knowledge and undei-standing of the text on "The 
Kitchen", page 193; "The Living Room", "The Bed Room" 
and "The Bath Room", pages 194 and 195; "Ceilings", "Win- 
dows and Doors", "The Chimney", "The Piazzi," etc., pages 
195 to 198, is essential to the successful working out of these 
plans. 

MARCH. 

Design. — Review pages 222 to 228, giving exercises in re- 
view at discretion of teacher. Study and discuss in class ' ' Struct- 
ural Rhythm", pages 228 and 229. Find particular examples 
in schoolroom. Work out Exercises VI, VII and VIII, pages 
229 and 230. Then study "Rhythm in Constructive Design", 
pages 230, 231 and 232, to "Rhythm of Values." Work out 
Exercises IX and X, pages 231 and 232. 

APRIL. 

Design: The principles of Balance. — Review from para- 
graph "The Principles of Balance", page 235, to paragraph 



162 

"Further Application of Balance", page 239. Work out such 
proiblems as seem advisable, selecting from those suggested in the 
text. Bring in examples of balance as exemplified in fabric?, 
still-life forms, photographs and illustrations, etc. Try to lead 
students to an appreciation of the meaning of balance in the ob- 
jects everywhere surrounding them. 

Design: The Principles of Harmony. — Review pages 242 to 
249. Discuss again these points in class. Study "Harmony in 
Values and Colors", page 249, to "Color Intensity in Chroma", 
page 252. Work out Exercise XXIV, page 252, in several dif- 
ferent colors. 

MAY. 

Applied Design. — Read "Note", page 261. Select for class 
work one or more of the exercises given in the proiblem stated 
on pages 261 to 276. Be sure that each student makes, as a 
climax to the year's work, some article that is artistically worthy 
and is of practical use. 

Fourth Year in the High School. 
(Eleventh Grade.) 

SEPTEMBER. 

Pictorial Representation: Still-Life Studies in Pencil. — Re- 
view paragraph "iStill-Life Drawing", pages 26 and 27. iStudy 
paragraph "Pencil Studies", pages 29 and 31. Arrange still- 
life studies, such as the following: a spray of golden-rod in a 
tall vase, the vase showing contrasting values; a twig bearing 
TOse-hips, gathered before the leaves have fallen, placed in a 
vase whose value contrasts with the value of the growth; a 
growth of flowering bean, bearing flowers, seed-pods and leaves, 
placed in a suitable vase; a growth of teazle or thistle in a 
"light and dark" jar, etc. Or, simple groups of still-life forms 
alone, of contrasting values, may be drawn. It must be remem- 
bered that the 'beauty of pencil rendering depends largely on 
what may 'be called its brilliancy and "snap" rather than upon 
the subtle differences between values which can best be ex- 
pressed in color. In pencil rendering the most effective results 
can be obtained 'by using a hard finished paper of light tint, 
such as buff or warm gray. Give class criticisms frequently. 



163 



OCTOBER. 

Pictorial Representation: Still-Life Studies in Charcoal. — 
Study paragraph "iStill-Life Studies with Charcoal", pages 27, 
28 and 29. Figs. 37 and 38, page 29, and Fig. 39, page 30, 
show three steps in the process of a charcoal drawing of a group 
of objects. Other arrangements are shown in Fig. 10, page 7, 
and in Fig. 40, page 32. Students should make similar arrange- 
ments, placing the groups against a suitable background, as 
shown in the illustrations. In drawing these arrangements, 
follow the instructions given in the text. Another class of 
material that lends itself well to this tonal work in charcoal is 
an arrangement of flowers in still-life forms. Large growths, 
such as chrysanthemums or dahlias, are better adapted to this 
treatment than smaller flowers. 

Figure and Animal Drawing. — 'Chapter III, page 71. Study 
and discuss in class "Knowledge of Anatomy", "General Pro- 
portions", "Proportionate "Widths", "Proportionate Depths", 
"Proportions Vary with Age", pages 71 to 76. Students are 
to work out Exercise I, page 76, at home, and bring results to 
class for criticism. They are to work out Exercise II, pages 76 
and 78, in class. The pencil may be used for this work, as 
shown in Figs. 8 and 9, page 77, or the sketching may be done 
in charcoal. Practice as many such exercises as time permits. 

DECEMBER. 

Figure and Animal Drawing. — Study "Proportions of the 
Head and Features", page 78. Work out Exercises III and 
IV, page 79. Study "Action", page 79. The students should 
proceed in their own work after the manner suggested in Exer- 
cise V, page 79, and as exemplified in Figs. 15 and 16, pages 
82 and 83. If there is time, study "Balance", pages 79, 84 
and 85. Work out Exercises VI and VII, pages 85 and 86. 

JANUARY. 

Perspective. — Review points indicated in paragraph head- 
ings of this chapter, up to "Turned Cylindric and Conical Ob- 
jects", page 50. Study and discuss in class "Turned Cylindric 
and Conical Objects", page 50, and work out Exercises VIII, 
IX and X, page 52. Study and demonstrate, in class, "Oblique 



164 

Perspective", pages 52 and 56, inclusive. Here, again, the fact 
that the student will be able by a study of the text to prepare 
a large part of this work before coming to class will materially 
lessen the work of the teacher, and, in addition to this, there 
will result a clearer understanding of the principles on the part 
of the student. In working out exercises similar to those shown 
in Figs. 36, 37, 38 and 39, pages 53, 54 and 55, the student 
should draw upon paper of a size sufficiently large to provide 
for the placing of a horizon line and vanishing points on the 
sheet. 

FEBRUARY, 

Design. — Review pages 222 to 232. Study "Rhythm of 
Values", pages 232 to 234. Work put Exercises XI and XII. 
As an additional problem, let the students make a decorative 
landscape composition in outline, using tinted paper, and filling 
in the shape with four tones of neutral values, taken from the 
value scale made in Exercise XI. 

Design. — Review "Harmony in Value and Colors", page 249, 
and "Color Properties", page 252. Study "Color Intensity or 
Chroma", pages 252, 253 and 254, to "Color -Schemes." Work 
out Exercises XXV and XXVI. 

MARCH. 

Design: Color Schemes. — Study "Color Schemes" and 
"Monochromatic Color Schemes", page 254. Work out Exer- 
cises XXVII and XXVIII, page 255. 

Design: Complementary Color Schemes. — iStudy "Comple- 
mentary Color Schemes", pages 255 and 256. Work out exer- 
cises XXIX, XXX, XXXI, XXXII and XXXIII, pages 256 
and 257. Make a practical application of the use of these color 
schemes. Suggestions for working out some construction in 
which these colore schemes may be applied will be found in the 
problems given in Exercises XLIII to LI, pages 261 to 275. 

APRIL. 

Historic Ornament. — ^Chapter VII, page 277. This subject is 
felt to be important as an element of general education, and the 
matter therein contained should form the basis of note-book 



165 

compilations, illustrated by Perry prints, blue prints or sketches. 
The lessons can be recited in class, and the note-books made and 
arranged there, if time permits. If such work does not meet the 
requirements of the school, further work in Constructive or 
Architectural Drawing may be given, or a brief course in Me- 
chanical Perspective. (See Chapters IV and V, and page 59 in 
Chapter II.) 

MAY. 

Art History. — The same option is suggested for Chapter 
VIII, page 303. This is felt to be one of the most important 
chapters of the book, so far as the cultural element is concerned, 
and may be presented by the method suggested for "Historic 
Ornament" in April. 



PRICE LIST OF TEXT BOOKS 

Adopted for use in the Public Schools of Louisiana. For sale by F. F. Hansell & Bro . 
Ltd., State Depository, 123-125 Carondelet Street, New Orleans. 



ELEMENTARY SCHOOLS, 1916-1922. 

AGRICULTURE. 
Burkett, Stevens & Hill's Agriculture 60 

ARITHMETICS. 

Nicholson's Elementary Arithmetic 30 

Nicholson's Graanmar- School Arithmetic 40 

Brooks' Mental Arithmetic 28 

CIVICS. 
Dunn's Community and the Citizen 60 

DICTIONARIES. 

Webster's Primary Dictiona/ry 43 

Webster's Common -School Dictionary 65 

DRAWING. 

Graphic Drawing, Book 1 13 

Graphic Drawimg, Book 2 , 13 

Graphic Drawing, Book 3 13 

Grpahic Drawing, Book 4 , 13 

Graphic Drawing, Book 5 18 

Graphic Drawing, Book 6 18 

Graphic Drawing, Book 7 18 

Graphic Drawing, Book 8 18 

Applies Arts Drawing, Book 1 15 

Applied Arts Drawing, Book 2 15 

Applied Arts, Drawing, Book 3 15 

Applied Arts Drawing, Book 4 15 

Applied Arts Drawing, Book 5 20 

Applied Arts Drawing, Book 6 20 

Applied Arts Drawing, Book 7 20 

Applied Arts Drawing, Book 8 20 

GEOGRAPHY. 

Frye's First- Course Geography 40 

Frye's Higher Geography 88 

GRAMMARS. 

McFladden's Language and Compositian 40 

McFadden's Grammar and Composition 52 

HISTORY. 

Estill's Beginner's History of Our Country 40 

Evans' Essential Facts of American History 70 

Magruder's History of Louisiana 65 



167 

MUSIC. 

Progressive Music Series, Book I 30 

Progressive Music Series, Book II 35 

Progressive Music Series, Book III 40 

Progressive Music Series, Book IV 60 

Teachers' Manual for Book 1 1.00 

Beacon Song Collection, No. 2 72 

PENMANSHIP. 
Palmer's Method of Business Writing 20 

PHYSIOLOGY. 

Krohn's First Book in Physiology 30 

Krohn & Crumibine's Physiology and Hygiene 50 

READERS. 

Holton-Curry First Reader 25 

Holton-Curry Second Reader 30 

Holton-Curry Third Reader 35 

Holton-Curry Fourth Reader 38 

Holton-Curry Fifth Reader 43 

Holton-Curry Sixth Reader 46 

Curry's Literary Readings 60 

SUPPLEMENTARY READERS, 1916-1922. 

Elson-Runkel Primer 28 

Elson's Reader, First Grade 28 

Elson's Reader, Second Grade 35 

Elson's Reader, Third Grade 40 

Elson's Reader, Fourtih Grade 40 

Elson's Reader, Fifth Grade 44 

Elson's Reader, Sixth Grade 44 

Elson's Reader, Seventh Grade 52 

Elson's Reader, Eighth Grade 52 

Young & Field Literary Readers. 

Young & Field Literary Reader, Book 1 36 

Young & Field Literary Reader, Book 2 40 

Young & Field Literary Reader, Book 3 48 

Young & Field Literary Reader, Book 4 52 

Young & Field Literary Reader, Book 5 60 

Young & Field Literary Reader, Book 6 60 

Stepping Stones to Literature (Arnold & Gilbert). 

Stepping Stones to Literature, First Reader 30 

Stepping Stones to Literature, Second Reader 40 

Stepping Stones to Literature, Third Reader 50 

Stepping Stones to Literature, Fourth Reader 60 

Stepping Stones to Literature, Fifth Reader 60 

Stepping Stones to Literature, Sixth Reader 60 

Stepping Stones to Literature, Seventh Reader 60 

Stepping Stones to Literature for Higher Grades 60 



168 



Free & Treadwell Reading Literature Series. 

Free & Treadwell Heading J^it.erature Primer 28 

Free & Treadwell Reading J^iterature, 'First Reader 31 

Free & Treadwell Reading Ijiiterature, Se&ond Reader 35 

Free & Treadwell Reading Literature, Third Reader 38 

Free <& Treadwell Reading Literature, Fourth Reader 43 

Free & Treadwell Iteading l^iterature. Fifth Reader 47 

Free & Treadwell Reading Literature, Sixth Reader 52 

Free & Treadwell Reading Literature, Seventh Reader 52 

Language Readers (Baker & Carpenter). 

Baker & Carpenter Primer 30 

Baker & Carpenter Language Readers, First Year 25 

Baker & Carpenter Language Readers, Second Year 30 

Baker & Carpenter Language Readers, Third Grade 40 

Baker & Carpenter I>anguage Readers, Fourth Grade 40 

Baker & Carpenter Language Readers, Fifth Grade 45 

Baker & Carpenter Language Readers, Sixth Grade 50 

Art- Literature Readers. 

Art-T^iterature Primer 30 

Art-Literature First Reader 30 

Art-Literature Second Reader 40 

Art-Literature Third Reader ^. .60- 

Art-Literature Fourth Reader 50 

Art-Literature Fifth Reader 50 

Graded Classics (Norvell & Haliburton). 

Graded Classics, P'irst Reader 30 

Graded Classics, Second Reader 35 

Graded Classics, Third Reader 40 

Graded Classics, Fourth Reader 45 

Graded Classics, Fifth Reader .50 

Classics Old and New, (E. A. Alderman). 

Classics Old and New, A First Reader 25 

Classics Old and New, A Second Reader 30 

Classics Old and New, A Third Reader 35 

Classics Old and New, A Fourth Reader 40 

Classics Old and New, A Fifth Reader 40 

Aldine Readers (Bryce & Spaulding). 

Aldine Primer 36 

Aldine First Reader 36 

Aldine Second Reader 44 

Aldine Third Reader 52 

Aldine Fourth Reader 68 

Aldine Fifth Reader 76 

Baldwin & Bender Readers. 

Baldwin & Bender First Reader 30 

Baldwin & Bender Second Reader 35 

Baldwin & Bender Third Reader 45 

Baldwin & Bender Fourth Reader 45 



169 



Baldwin & Bender Fifth Reader 45 

Baldwin & Bender Sixtli Reader 45 

Baldwin & Bender Seventh Reader 45 

Baldwin & Bender Eighth Reader 45 

New Education Readers (Demarest & Van Sickle). 

New Education Reader No. 1 31 

New Education Reader No. 2 31 

New Education Reader No. 3 36 

New Education Reader No. 4 40 

Wheeler's Readers. 

Wheeler's Primer 30 

Wheeler's First Reader 30 

Wheeler's Second Reader 40 

Wheeler's Third Reader 50 

Wiheeler's Fourth Reader 50 

Wheeler's Fifth Reader 60 

Natural Method Readers (McManus & Haaren). 

Natural Method Primer 32 

Natural Method First Reader 37 

Natural Method Second Reader 44 

Natural Method Third Reader 50 

Geographical R«ader8. 

Carroll's Around the World, Book 1 36 

Carroll's Around the World, Book 2 42 

Carroll's Around the World, Book 3 48 

Carroll's Around the World, Book 4 54 

Carroll's Around the World, Book 5 60 

Merrill's Geographical Reader, Book 1 30 

Merrill's Geograpihlcal Reader, Book 2 30 

Merrill's Geographical Reader, Book 3 35 

Merrill's Geographical Reader, Book 4 35 

Morris' Home Life in All Lands, Book 1 45 

Morris' Home Life in All Lands, Book 2 45 

Morris' Home Life in All Lands, Book 3 45 

Home and World Series (Chamberlain). 

How We Are Clothed 40 

How We Are Fed 40 

How We Are Sheltered 40 

How We Travel 40 

The Continents and Their People (Chamberlain). 

Africa 55 

Asia 55 

Europe 55 

North America 55 

South America 56 

Miscellaneous. 

Benson's & Betts' Agriculture !*5 

Field & Nearing's Community Civics 60 

Gill's The South in Prose and Poetry 75 

Graded Memory Gems 10 



170 

King & Fic'klen's Stories from Louisiana History 75 

Kyle & Ellis' Fundamentals of Farming and Farm Life 1.25 

Loing's Home Geography 25 

Nicholson's Stories of Dixie 52 

Payne's Southern Literary Readings 75 

Riggs' American History 70 

Ritchie's Primer of Sanitation 50 

Shilling's The Four Wonders (Cotton, Wool, Linen, Silk) 50 

HIGH SCHOOL BOOKS, 1913-1919. 

Agriculture. 

Duggar's Agriculture 60 

Duggar's Southern Field Crops 1.54 

Harper's Animal Husbandry 1.23 

Snyder's Soils and Fertilizers 1.10 

Bookkeeping. 

Williams & Roger's Bookkeeping (Introductory) 90 

Williams & Roger's Bookkeeping (Advanced) 77 

Huffcut's Business Law 94 

Civics. 

Boynton's Civics, Louisiana Edition 1,00 

Bullock's Economics 80 

Dictionary. 

Webster's Secondary Dictionary 1.35 

French. 

Francois Introd. French Composition 23 

Fraser & Squair's Shorter French Course 1.04 

Fraser & Squair's French Grammar 1.12 

Geography. 

Adams' Commercial Geography 91 

Tarr's Physical Geography 88 

H istory. 

Stephen's American History... 1.41 

Myer's Mediaeval and Modern History 1.41 

Boitsf ord's Ancient History 1.20 

Coman's Industrial History of the U. S 1.25 

Language. 

Smith's Our Language 40 

Brooks & Hubbard's Composition and Rhetoric 90 

Modern Business Speller 25 

Tappan's English and American Literature 1.00 

Latin. 

Gunnison & Harley's First Year Latin 90 

Gunnison & Harley's Caesar 1.12 

Gunnison & Harley's Cicero 132 



171 



Mathematics. 

Nicholson's Advanced Arithmetic 60 

Nicholson's School Algebra 90 

Nicholson's Plane and Solid Trigonometry 99 

Wentworth's Plane Geometry 7] 

Wentworth's Solid Geometry 11 

Physiology. 
Ritchie's Human Physiology 60 

Sciences. 

Andrew's Botany, All the Tear Round 90 

Hessler & Smith's Essentials of Chemistry 83 

Herrick's Text-Book in Zoology 1.08 

Gorton's High School Physics 1.03 



APPENDIX 

UNIT VALUE OF THE COMMERCIAjL COURSE: 

1. Bookkeeping, Introductory (36 weeks) 1 unit 

2. Bookkeeping, Advanced (36 weeks) 1 unit 

3. Tyipewriting (36 weeks; 30 words net) 5 unit 

4. Stenography (36 weeks; 60 words net) 1 unit 

5. Economics or Commercial Law (18 weeks) 5 unit 



4 units 

Note: Credit will be given in Stenography only wh^ offered in con- 
nection with Typewriting. 



INDEX 

Page 

Alternation of Studies by Years .' 15 

Arithmetic (commercial) 143 

Agriculture 150 

Art Education (Drawing Book Course) 153 

Art Education for High Schools 155-165 

Balanced Course 7 

Bookkeeping 144 

Correlation of Eiliglish Composition with Other Subjects 9 

Course of Study (by terms) 11-14 

ComposiT;ion 20-25 

Collateral Readings 35-36 

Civics 128-142 

Commercial Subjects 142-146 

Commercial Law 149 

Commercial Subjects, Unit Value of (see Appendix). 

Domestic Economy (149-150) 142-146 

Drawing 152 

English, Four Years In 9 

English, The High School Course In 15-16 

French 42-45 

Graduation, Subjects Required For 6 

•Grammar 25-26 

Geography (Commercial) 147-149 

History, Note- Books 8 

History (General Statement) 71-80 

History (Oriental) 80-82 

History (of Greece) 82-88 

History (Roman) 88-98 

History (Syllabus of Medieval and Modern European) 98-99 

History (Medieval and Modern) 99-115 

History (Syllabus of American) 115-116 

History (American) 116-127 

History (Library List) 127 

Laboratory 8 

Literary Society 9 

Library (High School) 10 

Literature For Class Study ■ • 26 

Literature (Aim in the Teaching of) 27-28 

Literature (English) 28-32 

Literature (History of English and American) 32-34 

Literature (American) 34-35 

iLatin 37-42 

Languages (Modern Foreign) 42 



INDEX— Continued 



Page 

Music and Art 5-6 

Mathematics 45-52 

Mathematics (Reference Books) 52 

Manual Training 151-152 

Program (The Teacher's) 17 

Phonography 145-146 

Price List of Text-Books 166-171 

Reference Books 36 

State Board of Education 3 

Subjects (Four at a Time) 7 

Science 53-54 

Science (Physical Geography) 54 

Science (Botany) 7. 54 

Science (Zoology, Including Human Physiology) 58-61 

Science (Physics) 62-67 

Science CChemistry) 67-71 

Typewriting 146 

Units, For Graduation 5 

Unit, A High School 5 



LIBRARY OF CONGRESS 



019 746 557 8 



